
Class 

Book U 

Copyright^ 

copyright deposit; 



THE CORRESPONDENCE 

STUDY TEXT-BOOKS IN 

TEACHER TRAINING 

OF THE BOARD OF SUNDAY SCHOOLS, 
METHODIST EPISCOPAL CHURCH. 



THE WORKER AND HIS BIBLE. Eiselen-'Barclay. 

Cloth. 55 cents postpaid. 
THE ELEMENTARY WORKER AND HIS WORK. 

Jacobs-Lincoln, Cloth. 55 cents postpaid. 
THE JUNIOR WORKER AND HIS WORK. Robinson. 

Cloth. 55 cents postpaid. 
THE INTERMEDIATE WORKER AND HIS WORK. 

Lewis. Cloth. 55 cents postpaid. 
THE SENIOR WORKER AND HIS WORK. Lewis. 

Cloth. 55 cents postpaid. 
THE ADULT WORKER AND HIS WORK. Barclay. 

Cloth. 55 cents postpaid. 
THE SUPERINTENDENT AND HIS WORK. Brown. 

Cloth. 55 cents postpaid. 
THE WORKER AND HIS CHURCH. Beiler. Cloth. 

55 cents postpaid. 



THE WORKER AND HIS WORK SERIES. 

Complete set, eight volumes. Cloth. Boxed. $3.75. 
Express prepaid. Should be owned by every Sunday- 
school as a Workers ' Library. Address 

THE BOARD OF SUNDAY SCHOOLS, 

14 W. Washington St., 
Dept. E. Chicago, 111. 



The Worker and His Work Series 



Text-books for the Correspondence 

Study Courses of The Board of 

Sunday Schools 



the elementary 
worker and 

HIS WORK 

(Treating the Beginner's and Primary 
Departments only.) 

By 

ALICE JACOBS and 

ERMINA C. LINCOLN 



Authorized and issued by The Board of Sunday 
Schools of the Methodist Episcopal Church, 
Fourteen West Washington Street, Chicago, Illi- 
nois, David G. Downey, Corresponding Secretary, 
in co-operation with John T. McFarland, Editor of 
Sunday School Publications, and with his approval. 

Printed for the Board 

by 

JENNINGS AND GRAHAM 



** 






Copyright, 1911, by 

The Board of Sunday Schools 

of THE 

Methodist Episcopal Church 



$>f>,£"6 



©CI.A303752 
NO. I 



i 5: 



CONTENTS 



Page 

Introductory Chapter : The Graded Sunday-School, - 7 

PART I 

I. The Beginner, 21 

II. The Organization of the Beginners' Department, 23 

III. The Teacher and Her Helpers, .... 40 

IV. The Room and Its Equipment, 49 

V. The Program for the Beginners' Department, 57 

VI. The Lesson for the Beginners, - - - - 69 

VII. The Music for the Beginners' Department, - 79 

VIII. Special Occasions, 86 

IX. Home Co-operation, 94 

X. The Religious Life of Little Children, - - 100 

PART II 

XI. The Primary Child, 113 

XII. The Organization of the Primary Department, - 124 

XIII. Equipment, - - 138 

XIV. The Lesson : Material and Important Truths, - 148 
XV. The Lesson : Preparation and Presentation, - 158 

XVI. The Program, 167 

XVII. Handwork, 178 

XVIII. Music, 189 

XIX. Outside Activities, 198 

XX. The Goal, 208 

3 7 



PREFACE 

Within the compass of the text on the Beginners* De- 
partment it is not possible to give an exhaustive treatment of 
the subject. It can only be suggestive. At the end of each 
chapter will be found the titles of books which offer further 
help along the lines intimated. There will be noticed a cer- 
tain amount of repetition, which seems necessary, as the same 
things must often be considered in relation to the various 
chapter subjects. 

Trusting that these pages may be fruitful in your work 
for Christ with little children, Alice Jacobs. 

Chicago, February, 191 1. 



INTRODUCTORY CHAPTER 
THE GRADED SUNDAY-SCHOOL 

By Wade Crawford Barclay, 

Educational Director of the Board of Sunday Schools. 

I. Standard of Organization 

i. The purpose of organization. Organization is 
simply a means to an end. Given a certain situation, the 
Sunday-school should adopt such form of organization as 
Conditions w *^ ^est ena ^^ e it to adapt itself to that situ- 
Determine ation, and to accomplish the ends for which it 
Details of exists. If the school meets in a little country 
Organization sc hoolhouse, has one teacher, one class, and an 
enrollment of fifteen persons, it will not be aided in doing 
its work by adopting the complicated organization demanded 
by the city school of a thousand members. But even the 
smallest and weakest frontier school may, in a simple or- 
ganization suited to its situation and its needs, recognize the 
fundamental principles which make its big brother of the 
highest educational and religious efficiency. Conditions vary 
so widely in different schools that it is impossible to sug- 
gest a form of organization suited to all. Each school will 
do best by acquainting itself thoroughly with the highest 
ideals in Sunday-school work ; then, having adopted a work- 
ing plan suited to its situation, it may gradually advance 
toward the ideal. 

2. The ideal standard. So far as possible, every Sunday- 
school should attain to the following ideal of organiza- 
tion: 



8 ELEMENTARY WORKER AND HIS WORK 

(i) The Sunday-school fully graded. (For complete 
statement on graded organization, see pp. 12, 13.) 

(2) A Cradle Roll. 

(3) A Home Department. 

(4) A Teacher Training Department. 

(5) Organized Adult Classes. 

(6) A Sunday School Missionary Organization. 

(7) A Sunday School Temperance Organization. 

(8) Regular Meeting of the Sunday School Board. 

3. Officers necessary to realize this ideal. We suggest 
as advisable, in order to realize this ideal of organization 
and all that it implies, to have at least the following officers : 
Superintendent; an Assistant Superintendent, who shall be 
Director of Graded Instruction ; a second Assistant Super- 
intendent, who shall be Director of Teacher Training; in 
large schools superintendents of various departments, as Su- 
perintendent of the Primary Department, Superintendent of 
the Junior Department, etc. ; Superintendent of the Home De- 
partment; Superintendent of the Cradle Roll; Secretary; an 
Assistant Secretary, who shall be Secretary of Enrollment 
and Classification; Treasurer; Organist; Chorister; one or 
more Librarians; Ushers, and various committees, of which 
one should be the Quarterly Conference Committee on Sun- 
day-schools required by the Discipline, and another a Com- 
mittee on Sunday School Evangelism. 

4. The relation of the pastor to the Sunday-school. 
Since the Sunday-school is integrally a part of the Church, 
the pastor is as truly pastor of the Sunday-school as of the 
Church itself. Methodist Episcopal Church polity recognizes 
this and makes the pastor the executive head of the Sunday- 
school, and clearly defines his prerogatives as such. This re- 
lation should be cordially recognized by officers and school, 
and every facility afforded the pastOT to exercise a helpful 
and fruitful ministry in that department of the Church which 
offers him his largest spiritual opportunity. 



THE GRADED SUNDAY SCHOOL g 

II. The Graded School 

i. What is a Graded School? There are few schools 
but what have from the beginning made some approach to 
grading. Seldom, indeed, is a school found which does not 
ah Schools separate the gray heads from the curly locks. Not 
are to some only are classes formed, as a rule, with more or 
Extent less successful attempt to group together those 

Graded £ approximately the same age, but the lesson 

helps commonly furnished bear titles such as Intermediate 
Quarterly, Senior Quarterly, which thus by name recognize 
the different departments from beginners to adults. Thus it 
would seem at first glance that the average school has been 
graded, both as to pupils and as to lesson materials. But as 
a matter of fact, this is only a seeming gradation. Age alone 
is not a proper basis for grading pupils. As for the cur- 
riculum, since all lesson helps of the uniform series use the 
same lesson material for all ages, and presuppose almost 
entirely the same teaching methods for all, they can be said 
to be graded only in name. 

In order that a school may be properly and successfully 
graded there must be, in both theory and practice, full recog- 
nition of the following principles : 

(a) The members of the school must be separated into 
general divisions suggested by the natural periods of human 
A life; and, secondly, into classes upon the basis of 

Completely age, physical development, and mental capacity. 
Graded (b) The curriculum must be so planned as 

School t0 ffer lesson material suited to the mental pow- 

ers, the interests, and the spiritual needs of the pupils. 

(c) The teaching methods used must likewise be deter- 
mined by and suited to the mental development and spiritual 
needs of the learners. 

(d) Promotions from class to class and from department 
to department must be upon the basis of a standard which 
has regard both to proficiency in the curriculum and to age 
and physical, mental, and spiritual development. 



io ELEMENTARY WORKER AND HIS WORK 

2. The necessity of grading. If the Sunday-school is 
to realize its highest possibilities, grading is not a matter of 
opinion or choice, but a necessity. This by no means declares 
other methods a failure; "it recognizes the good already at- 
tained, while it seeks a higher good." Grading rests upon 
these established principles : 

(a) Human life is by nature marked off into certain clearly 
defined periods. A human being is a developing creature 
with needs different in different periods of his developing 
God life. Grading is the recognition of this fact. 
First Graded No Sunday-school consists of pupils all of one 
Human a g e - rather, it is made up of people of all ages 

1 e and in all stages of physical, mental, and spir- 

itual growth. Grading is the means of adaptation to these 
existing facts. It is a commonplace of child study to-day 
that at one period play is a dominating interest; at another, 
memory power reaches its culmination; at another, biography 
makes its strongest appeal ; at still another, "the chivalric 
ideals and great altruistic principles of Christianity appeal 
with almost irresistible force." The aptitudes, the needs, the 
interests of the different periods can only be met and taken 
advantage of by a graded system. 

(b) In all teaching the mind of the learner is now the 
point of departure. Teaching has to do with two principals : 
the learner and the truth to be taught. In the Sunday-school 
Teaching * n t ^ le P ast a l mos t all emphasis has been placed 
Has Regard upon the body of material to be taught. The 
First to the lesson system has been planned almost entirely 
Being who is with regar( i to t h e Bible. But the science of 
to be Taught 1 , , • j 

pedagogy has been coming more and more to 

hold that effective teaching must regard first the mind of 
the learner, and consider the teaching material as a means 
of reaching desired ends. As soon as this point of view is 
adopted, grading of the lesson material becomes necessary. 
Only this secures the presentation of the different parts of 
the Bible at the time at which they severally make their 



THE GRADED SUNDAY SCHOOL n 

strongest and most effective appeal. The application of this 
principle would make forever impossible the presentation to 
the minds of little children of lesson material which is fitted 
to test the intellectual acumen of college graduates. 

(c) The Bible itself is best studied in the order of its 
development. The uniform lesson system ignores both the 
fact that the Bible is a body of sacred literature which de- 
Different veloped slowly through long centuries, and that 

Parts of Bible it is a gradual and progressive revelation of the 
Represent purpose and will of God concerning men. 1 The 
Periods of graded system is fitted to give due emphasis to 
both of these facts. A graded course of study 
presenting the Bible practically in the order in which it came 
into existence, which order is singularly fitted to the periods 
of mental growth, will give to the person who takes the 
course complete and connected knowledge of the Scriptures 
and their teaching quite impossible of impartation by means 
of the fragmentary, patchwork method of the uniform system. 

3. Objections to grading. It may be well to consider 
briefly the most common objections made to grading the 
Sunday-school. It is objected that: 

(a) Grading will do away with uniformity, that is, the 
use of the same lesson by the whole school and by all 
schools throughout the world. There can be no doubt that 
the uniform lesson system was at the time of its inaugu- 
ration a great improvement over the previous lack of sys- 
tem, and that it has been attended by many benefits and 
advantages. It marked a distinct stage of advance in Sunday- 
school development, but it has served its day and must now 
give way in order that the Sunday-school may become still 
more efficient. We can afford to discard a good for a still 
greater good. The uniform lesson idea appeals to sentiment, 

1 "If the Bible is the history of a progressive revelation, and if, for 
this reason, it yields its best results alike intellectually and religiously 
when it is studied with due reference to the relation of part to part, and 
to the unfolding of the great divine truth and revelation that runs 
through it, then we shall give our suffrages to the graded curriculum 
in preference to the system of uniformity." — Burton and Mathews, 
Principles and Ideals for the Sunday School, p. 130. 7 



12 ELEMENTARY WORKER AND HIS WORK 

but it is easily discernible that the strongest influence in its 
favor at present is that growing out of the fact that it has 
been financially remunerative. Surely all will concede that 
neither mere sentiment nor financial gain should be allowed 
to stand in the way of the Sunday-school becoming a greater 
power for religion and morals. 

(b) Grading requires specialists. This objection, frequently 
made, is not valid. The untrained teacher has at least as 
much chance of doing good work in a graded as in an un- 
graded school. The lesson material making a stronger appeal 
to the interests of the pupils is easier to handle. Moreover, 
the assignment of the teacher to a certain grade makes it 
possible for him to become a specialist by attaining mastery 
in that particular field. 1 

(c) It is too difficult to effect a change. The difficulties 
are likely to be unduly magnified. A graded system may be 
introduced so gradually as to occasion little notice or diffi- 
culty. When the advantages of a graded school are fully 
realized, ways may be found to overcome what difficulties 
really exist. It is only necessary that the plan be clearly 
understood by those intimately concerned in necessary changes 
and that they be brought to realize the force of the reasons 
demanding the changes. 2 

4. Plan of the graded organization. 

(a) The natural divisions of human life. The great 
primary divisions of human life have always been recognized 
— childhood, the- period of subjection, imitation, receptivity; 
youth, the period of awakening powers ; manhood, the period 
of developed powers. Psychology, and especially child-study, 
has made equally clear secondary natural periods, which, ex- 



1 ''See how the primary teachers grow; they are head and shoulders 
above the rest in organization, in printed helps, in sheer pedagogic effi- 
ciency — why? Because they have accepted a narrow location, an age 
limit of pupils, and maintained it through the years. They have done 
the same kind of work over and over again; of course, they have grown 
efficient." — E. M. Fergusson. 

2 ''Failures have come only when the attempt has been made to force 
on the school some mechanical contrivance in a mechanical manner. Let 
the principle and plan be fully understood by all workers." — H. F. Cope. 

7 



THE GRADED SUNDAY SCHOOL 



13 



pressed in terms of age, are from one to three, three to seven, 
seven to nine, nine to twelve or thirteen, thirteen to sixteen 
or seventeen. The age division differs with the sexes, the 
male sex developing more slowly. Even within sex limits 
Grading is *he P er i°ds vary with individuals, dependent upon 
Working in the rapidity or tardiness of the physical, mental, 
Harmony and spiritual development. This fact makes the 
with God a g e standard alone an unsatisfactory one. These 
natural divisions or periods of human life form the basis of 
the organization of the graded Sunday-school. 

(b) The divisions of the Sunday-school. On the foregoing 
basis the graded Sunday-school has the following divisions : 



Cradle Roll 



Beginner's Dept. 



Primary Dept. 



Junior Dept. 



Intermediate Dept. 



Senior Dept. 



Age. 


Public School Grade 


3 




4 




5 




6 


I 


7- 


2 


8 


3 


9 


4 


10 


5 


11 


6 


12 


7 


13 


8 


14 


9 


15 


10 


16 


11 


17 


12 


18 




19 




20 


. . 



Adult Dept Over 20. 

With Organized Adult Bible Classes. 
Teacher Training Department. 
Home Department. 



i 4 ELEMENTARY WORKER AND HIS WORK 

[Note: There is some difference of statement with regard 
to the age division between the Intermediate and Senior De- 
partments, and between the Senior and Adult Departments. 
The International Graded Lesson Courses are planned in 
accordance with the above scheme; for this reason, and 
because this division is in accord with sound psycholog- 
ical principles, we recommend its adoption by all of our 
schools.] 

III. Administration of the Graded School 

In administration, again, to a certain extent, each school 
must work out its own problems. Often the inadequate 
facilities for school work afforded by the church building 
Principles to f° rces a modification or entire change of plans 
Be Regarded which under more favorable conditions would 
in Admin- be of the highest standard. Only general prin- 
lstration ciples may be enunciated. These should be 

regarded in practice to the largest extent which local con- 
ditions allow. 

i. Each department of the school should have its own 
room. This arrangement promotes an ideal organization and 
administration of the graded curriculum and is greatly to 
s t be desired wherever it is possible, although in 

Rooms for most schools, as at present situated, it is of 
Department course impracticable. These departmental rooms 
and Classes should be so planned as to allow the placing of 
the various grades in separate rooms. For example, the 
Primary room should be so planned as to be easily sub- 
divided into three smaller rooms, one for each grade. The 
subdivision of departments may well be into grades only, up 
to the Intermediate Department. That is, in the Beginners' 
and Primary Departments all the pupils of one grade may 
be in a single class. In the Junior Department each grade 
should be divided into separate classes for boys and girls. 
So also in the Intermediate Department. The small class 
here gives an opportunity for that close personal associa- 
tion which is so essential during the crucial years of ado- 



THE GRADED SUNDAY SCHOOL 15 

lescence. The intermediate room should without fail be large 
enough to allow a separate class room to each class. 

It is quite impossible for any class to do its best work 
without a room to itself. When this can not be, each class 
should be shut off by screens or other temporary partitions. 
In some cases heavy curtains may be used to advantage. 

2. The school should meet together for brief open- 
ing exercises. An assembly room, which in actual practice 
will most often be the church auditorium, should be used 
An Opening to assem ble the entire school, with the exception 
Service for of the Beginners' and Primary Department, at 
the Entire the opening or closing of the school session. 
School There is not unanimity of opinion on this sub- 
ject, some advocating that each department hold its own 
opening and closing exercises. We hold to the former plan. 
This gives a sense of unity and binds the various depart- 
ments and organized classes to the school and to the Church 
in a manner highly desirable. These exercises should be very 
brief, much more so than they usually are at present — as a 
rule not more than fifteen minutes should be used in this 
way, in order that the all too brief teaching period may 
be lengthened as much as possible. The first essential 
is promptness in beginning; the superintendent and chor- 
ister should be in their places exactly on time to open 
the school ; better five minutes early than one minute 
late. The primary purpose of these exercises is worship, 
hence reverence must be cultivated. The manner of con- 
ducting the service, the hymns used, the words of the 
leader, — all should combine to induce the spirit of reverence 
and worship. 

3. In general, teachers should remain in charge of 
the same grade. The question as to whether the teacher 
should remain in one grade or advance from grade to 
grade with the class has been sharply debated in literature 
and convention. In general, there can be little question as 
to the advisability of the teacher remaining stationary. As 



16 ELEMENTARY WORKER AND HIS WORK 

stated above, it enables the teacher to become a specialist 
in some one particular field. Sunday-school teachers are 
busy people and can neither be required nor expected to 
thoroughly acquaint themselves with the entire field of Sun- 
day-school instruction and life. They may, how- 
Teachers ever, reasonably be expected in time to become 
Grades adept in the field of some one department or 

grade. The objection is made that under the 
old system the class became attached to the teacher and thus 
by the bond of personal affection were held to the Sunday- 
school. But did it always work out so happily? As a recent 
writer puts it: "Suppose the teacher goes into heaven, into 
matrimony, or elsewhere. Where will the class go? They 
will go — be very sure of that." Whatever weight this argu- 
ment has is counterbalanced by the fact that passing from 
one teacher to another aids in giving to the pupils a distinct 
sense of advance and by so doing promotes interest and effort. 

An exception to this general rule may be made in the 
Intermediate and Senior Departments. Here a teacher who 
has shown himself capable of interesting and influencing the 
boys or girls should be allowed to continue with the same 
class through the three grades of the department. Confidence 
of the pupils in their teacher, personal friendship, and in- 
timate acquaintanceship of the teacher with the pupils are 
at this period indispensable. These exist at their best as 
teacher and class may be together for more than one year. 
But this continuance of the same teacher with the class should 
not extend beyond the limits of the department. 

How important, in view of the light shed in recent years 
upon the period of adolescence, that the teacher who is to be 
entrusted with the moral and religious guidance of young 
people of this age have an intimate acquaintanceship with 
the most important literature on the subject — such an ac- ^ 
quaintanceship as can only be attained by giving exclusive 
attention to this one department! The age is by common 
consent difficult to deal with. How important, again, that a 

7 



THE GRADED SUNDAY SCHOOL 17 

man who has come through experience to understand and 
sympathize with adolescent boys, and has attained power to 
lead and mold them, be allowed the opportunity to exercise 
continuously this much needed ministry! 

4. The best possible facilities and equipment should 
be provided. Altogether too little attention has been paid 
in the past to adequate facilities for the work of the Sunday- 
school. In plans of architects and committees, the require- 
ments of the Sunday-school have been ignored or given, at 
the best, slight consideration. Along with increased interest 
Adequate * n t ^ le Sunday-school and improved methods must 
Building go better facilities and more complete equipment, 

and Equip- Sunday-school workers themselves have a right 
menttobe tQ ^ e heard upon this subject, and should insist 
on the Sunday-school being provided for in ac- 
cord with its importance to the Church and the Kingdom. 
Some large Sunday-schools now have a building all their own, 
especially designed for Sunday-school work and elaborately 
equipped. This is as it should be. No longer should any 
Sunday-school be compelled to carry on its work in one room 
of a large church, and that a dark, damp, ill-furnished base- 
ment. 

Careful consideration should be paid to securing graded 
equipment, proper text-books in sufficient number, and teach- 
ers who have been prepared for their work. It would be 
unwise for any school to endeavor to introduce a graded 
curriculum without attention being paid to these essentials. 

Lesson Outline: 

I. Standard of Organization. 
The Graded School. 

1. What is a graded school? 

2. The necessity of grading. 

3. Objections to grading. 

4. Plan of graded organization. 

III. Administration of the Graded School. 



18 ELEMENTARY WORKER AND HIS WORK 

Topics for Special Study: 

1. Sunday-school architecture. 

2. Some successful graded schools. 

Topics for Class Discussion: 

1. To what extent can a standard of organization be 

fixed for all schools? 

2. State the ideal standard. 

3. What officers are essential? 

4. What is the relation of the pastor to the Sunday- 

school ? 

5. What principles must be given recognition in the 

fully graded school? 

6. What reasons make grading necessary to the best 

work? 

7. State and answer the common objections to grading. 

8. Name the divisions or departments of a graded 

school. 






PART I 

THE BEGINNERS' DEPARTMENT 

By ALICE JACOBS 



CHAPTER I 
THE BEGINNER 

The Beginner himself must be the starting point in any 
study of work to be done with him. Unless we know his 

needs, we shall not know what to do for him; 
Necessity unless we know his interests, abilities, and limi- 
the Child tations we shall not know how to do that which 

we desire. Therefore, "Come, let us live with 
our children" in the very outset of our study, that we may 
know how to plan rightly for them, organization, program, 
lesson, and method. 

I. General Characteristics of the Early Years of Life 

The early years of life are pre-eminently years of impres- 
sion and absorption. The child absorbs ideals from persons 
and actions about him. He constantly receives impressions 
from everything in the little world in which he lives. These 
ideals and impressions find expression as life 
Impression develops, and remain into eternity. Hence, the 
Absorption child's environment largely determines his whole 
future life. How great care should be exercised, 
therefore, to see that in atmosphere, influence, and ideals it 
gives to the little, unresisting life those impressions which 
we would wish to have flower into expression in later years ! 

II. Specific Characteristics of Beginners 

i. Hungry senses. Through the gateway of the senses, 
the child is becoming acquainted with the facts of the world 
around him. Indeed, in these early years he receives knowl- 
edge in practically no other way. The pictures or images 

21 7 



22 ELEMENTARY WORKER AND HIS WORK 

carried to the mind through the senses form sense percep- 
tions. With these the child does his thinking. Much, there- 
fore, depends upon the number, accuracy, and 
Sense Per- . . 4 . . 

ceptions sort °* sense perceptions received at this time. 

(a) Interest. The child is supremely inter- 
ested in things upon which he may exercise his senses, espe- 
cially the senses of sight and touch. 

(b) Limitation. The child can not grasp an abstract 
idea in this period. 

(c) Needs. The work of the senses means so much to 
all future living and thinking that their training is highly 
important. This is secured through giving the child op- 
portunity to use his senses as fully and accurately as pos- 
sible. The training is made easy through the 

the Senses child's interest in the things which he can taste, 

smell, touch, hear, see, and do, as illustrated in 
his enjoyment of the Kindergarten Sense Games, when, for 
instance, with blinded eyes he feels of an object and guesses 
its name. 

The child also needs instruction which is made concrete 

through something visible, or its likeness to some- 
Teaching thing he has previously seen. For example: He 
Concrete can ^ earn what love is only through seeing what 

one who loves him does for him. He learns 
God's love through its likeness to mother and father love 
in its expression. 

2. Activity or restlessness. Self- activity is the law of 
development. If a child is to develop, he must be active. 
Every one who knows little children knows that they are ex- 
amples of perpetual motion. They not only move constantly, 

but they can not help it. The activity of a little 
Movement child is more accurately termed restlessness, 

since it is largely undirected movement. He 
moves for the sake of moving, without the direction of his 
will, while his older brother thinks of something definite he 
wants to do or accomplish, and directs his activities toward 
that end. 7 



THE BEGINNER 23 

(a) Interest. Since the child enjoys action himself, he 

is greatly interested in movement outside of himself. Action 

of people and things anywhere attracts him. 
Interest <<tteti «n • 1 «>»»•* • • 1 •<• • 

in Action What will it do? is his question, and if it 

won't do anything he loses interest in it. He is 

particularly interested in animals and wants living pets as his 

companions. 

(b) Limitation. Every impulse of the child is toward 

movement at this time, and self-control or the 
Self-control P°we r to hold back a desire is undeveloped. We 

must, therefore, conclude that God's law for the 
child at this period is free movement, and that, if he be nor- 
mal, he can not keep still. 

(c) Needs. Because the activity of a child is his means 
. of learning, he needs opportunity for action. 

of Activity ^ e a ^ so neea ^ s parents and teachers who can 
make his activity and his interest in it count 
in his development, through directing the activity rather 
than repressing it. 

3. Imitation. One way in which the activity of the child 
shows itself is through his instinct of imitation. He imitates 
sounds and movements of everything about him. Sometimes 
we underrate the educational value of this imitative instinct. 
In reality, the child is trying to put himself, for 
imitation *-he t * me being, mto tne pl ace of the person or 
thing he imitates. He is trying to understand, 
and he better understands that which he imitates. The su- 
preme significance of this instinct, however, lies in this fact : 
what the child imitates he builds permanently into himself. 
(a) Interest. He is interested in life about him, in what 
people say and do, and how they say and do it. 
Things ^- e 1S interested in the movements and speech 

of animals, and he attempts to reproduce these. 
He is also interested in seeing how things work, and then 

trying to make the same motions. 
of External ^ Limitation. He sees now only the exter- 

nal, simply what the person is doing, not the 

7 



24 ELEMENTARY WORKER AND HIS WORK 

character or motive back of the action. Yet in imitating the 
external he catches something of the spirit of the action. 

(c) Needs, He needs the right sort of parents, teachers, 
and friends to imitate. He needs the right persons and 
deeds in stories to imitate. He needs to have 
Jesus Christ presented as the One to pattern 
after, not by precept and exhortation, but through stories of 
the things He did. If these are told attractively the child will 
desire to imitate Christ's action. 

4. Imagination or fancy. The child puts on mother's 
bonnet. Imagination supplies the other articles of clothing, 
and the child is a lady making a call on an imaginary friend. 
O, the kindness of a Providence that provides a childish 
imagination, which with the fairy wand turns rags to satin 
gowns for children! The imagination of a little child is per- 
haps better termed fancy, since it is marked 
Imagination ^v wild flights, which know no bounds. Never- 
theless, let us not underestimate the value of the 
imagination. It is one of God's good gifts for the building 
of ideals, which shall beautify and uplift life. The imagina- 
tion furnishes the vision of what may be which lures on the 
artist, the inventor, the statesman, the reformer. Progress 
and art follow in the wake of the ideal furnished by the 
imagination. This originating imagination of later life finds 
its beginning in the fancy of the little child. 

(a) Interest. The child is interested in the 
Air Castles P^ an< ^ * n ^ e storv which gives range to his 

fancy. He finds joy in his air castles, and he 
who never built invisible air castles never built the visible 
castle later. 

(b) Limitation. Often the child is limited in 
truthfulness ^is P ower to distinguish between fact and fancy; 

hence, children are frequently blamed unjustly 
with untruthfulness. 

(c) Needs. The child needs wholesome and sufficient 
food for his imagination. This is furnished largely by good 
stories. He needs sympathetic friends, who will appreciate 



THE BEGINNER 25 

his viewpoint. He needs patient friends to bear with his lack 
of discernment, and help him to see the difference between 

the real and the imaginary. He needs close ob- 
taining servation and tactful handling to correct fancy 

by fact. The imagination of some children needs 
curbing. The imagination of other children needs cultivating. 
The imagination of all children needs directing. 

5. Animism. Closely allied to the imagination is the 
child's tendency to attribute life and man's emotions to every- 
thing. In this he is like primitive man. For 

Everything k* m a s P 1Tlt resides in every tree and running 
brook. Even a chair or a stone has feelings and 
thoughts. Everything lives. 

(a) Interest. This animism gives to the child an inter- 
est in nature which older people may have lost. Myths, 
stories of elfs and driads, and stories of animals that parallel 
Nature ^is experiences have a great fascination for him. 

He loves Bible verses containing personification, 
such as, "The trees of the field shall clap their hands." 

(b) Limitations. He is limited by his inability to see 

the world from the viewpoint of older people, 
Viewpoint w ^° nave forgotten they ever had these tenden- 
cies themselves. He is limited by his failure to 
discern between what has life and what has not. 

(c) Needs. He needs patient dealing and di- 
in Dealing rection. His thoughts need sympathetic hear- 
ing. His is the poet soul in embryo. 

6. Faith or credulity. "The faith of a little child," is 
an expression we often hear. Yet real faith has some basis 
of knowledge, and since the child believes without any such 

basis, we might better speak of the child's cre- 
Beiief dulity : his readiness to believe everything told 

him, until he finds that he has been deceived. 
How sacred a trust we have! Shall we be worthy? 

(a) Interest. He is a truth seeker. He wants 
Seeking to know tne truth, and hence listens eagerly 

to learn it. 7 



26 ELEMENTARY WORKER AND HIS WORK 

(b) Limitation. His own knowledge and experience are 

limited. He must depend upon those about him 

Knowledge for the truth ' 

(c) Needs. He needs truth. He needs true 

men and women worthy of confidence and re- 
Keeping spect, safe to believe and follow. He needs prom- 
ises kept, unbroken. He needs a God to trust. 
He needs to have his faith centered in Jesus Christ, the true 
friend of little children. 

7. Reverence. The little child is naturally reverent. He 
comes into the big world helpless, a stranger. He is sur- 
rounded by great forces which he does not understand, and, 
like primitive man, he is awed by them. Alas ! 
Reverence *kat an y tnm § should ever alter this child rever- 
ence; yet in our day the spirit of reverence is 
sadly lacking. As a people are we coming to know so much 
that we think we know it all and thereby lose reverence? 
One problem of education is to foster, and not hinder, the 
child's reverent spirit as his knowledge increases and he be- 
comes more and more master of himself and his surroundings. 

(a) Interest. He is interested in the sublime, 
Reverence ^e won derful, the powerful, and the mysterious. 

(b) Limitations. The child may be ignorant 
of the true God, the loving Father, to whom 

Ignorance reverence should be directed. He always has the 
and In- limitation of inexperience, which confuses things 

worthy of reverence. He may be limited in the 
opportunity and example of reverence by the irreverence of 
people about him. 

(c) Needs. He needs people worthy of respect, since re- 
spect and reverence are closely akin. He needs to be taught 

to respect the things and the rights of others. 
Reverence ^ e neec * s tne atmosphere of reverence, for rever- 
ence is less imparted than absorbed. Like char- 
acter, it is "caught, not taught." He needs his reverence 
directed toward God, through stories which show His great- 



THE BEGINNER 27 

ness and power, through the hush of worshipful music, the 
majestic rhythm of the words of Scripture itself concerning 
God, and through the attitude of the teacher. 

8. Curiosity. A small child has aptly been called a walk- 
ing interrogation point. "Mother, where are you going? 
Mother, why are you going there? Mother, what will you 
do when you get there? Mother, when will you come back? 
Mother, can I go with you? Mother, will there be any chil- 
dren there? Mother, why won't there be any children 
there?" And so it goes on from morning till night. Why 
do children ask so many questions? Because 
Hunger *key wan ^ *° know. Curiosity is mental hunger, 

and is as necessary for mental growth as phys- 
ical hunger for the growth of the body. The child comes 
into the world ignorant. He needs to begin at once to learn. 
Curiosity keeps him at his great task of learning, that he may 
be made ready for life. The brighter the child, the more 
curious he is concerning everything about him. Curiosity is 
the mother of interest, and interest is the mother of atten- 
tion. Curiosity is the forerunner of investigation, which 
plays so important a part in world progress. 

(a) Interest. The child is curious about the things which 

touch his life personally and contribute in any 

interests way to ^is pl easure or pain. In other words, 

he is curious about whatever satisfies any of the 

characteristics we have noted, as, for example, he is curious 

about the moving objects which satisfy his interest in action; 

the friend who gives him the love he craves. 
Weak (b) Limitation. The child's power of at- 

tention is weak. Through an appeal to his curi- 
osity the attention may be roused and strengthened. 

(c) Needs. He needs patient friends to answer his ques- 
Satisfying tions and answer them truthfully, whatever 
Curiosity they may be. He needs tactful friends to excite 
and direct his curiosity along helpful lines. He needs teach- 
ers who will study his interests to know what he is curious 

7 



28 ELEMENTARY WORKER AND HIS WORK 

to learn. He needs trained senses, through which to satisfy 
his curiosity. 

9. Affection. The emotional life is dominant in chil- 

dren. A conspicuous emotion, characteristic of 
o^Love every child and capable of highest service in the 

world, is love. Little children are naturally af- 
fectionate. They love any one who is kind to them, and in 
turn they crave love. 

(a) Interests. They are interested in observing 
of Love manifestations of love in all living beings in the 

animal world, as well as among people. 

(b) Limitation. The child is unable to realize love which 

is never spoken, and which is shown only in 
Unspoken matter-of-fact ways. He does not know with- 
recognize out instruction that the providing of food and 

clothing and necessities by his parents is the evi- 
dence of love, if there be no smile, nor tenderness, nor 
caress as an accompaniment. 

(c) Needs. He needs love as much as a plant needs 
sunshine. He needs evidences of love. He needs to be 

taught that real love shows itself in service. He 
in^Love needs to be led to love aright, to be loving to- 

ward all, and to show his love in service. He 
needs Jesus Christ as his loving Friend and the One to love 
and serve. 

10. Self-interest. The little child is egoistic and self- 
centered. He is more interested in himself than in any one 

else, and he desires recognition. This is nat- 
tered ural and right at the outset of life. The child 
must find himself, and see the world in its bear- 
ing upon his life, before he can begin to think of others. 

(a) Interest. His interest in things and people depends 

Sel - largely upon their relation to him : how closely 

they touch his life, and what they contribute 

to it. The universe is a very personal matter to Willie. 

Sun, moon, and stars shine for Willie. 

7 



Personal 
Interest 



THE BEGINNER 29 

(b) Limitation. The child's horizon is bounded 
by his self-interest; hence, it is difficult to se- 
cure interest in what does not personally con- 
cern him. 

(c) Needs. He needs to be gently led out of the mere 
thought of self to the consideration of others. 
Training This may be done through giving him oppor- 

seifishness tunities of helpfulness and kindness to those 
about him. 
In addition to the more prominent characteristics of lit- 
tle children already noted, there may be mentioned light- 
headedness or buoyancy, love of the beautiful, a sense of 
rhythm, a sense of justice, and a social instinct 
Additional w hich gives the desire to be at one with people 
istics an< ^ things about them. Further limitations also 

appear in their dependence upon others, limited 
physical strength and mental vigor (they are babies in mind 
as well as body), meager vocabulary, lack of experience, 
scanty knowledge, narrowed vision, slight power of attention 
or of reasoning, and inability to do abstract thinking. 

III. Types of Children 

While these characteristics with the interests, limitations, 
and needs growing out of them are present in greater or 
less degree in all young and normal children, they do not 
in consequence make all children alike. 

Two types may be found in every group of children : the 
motor minded and the sensory minded, the difference in 
type being based on difference of conditions in the nervous 
system. The sensory minded child loves to receive, the 
motor minded child would rather do. To the one the mes- 
sages brought to the brain by sense organs and nerves mean 
most; to the other the messages of action that go out from 
brain and nerve to the muscles mean most. 

Haslett in his "Pedagogical Bible School" sets forth very 
clearly the differences in the two types, and the treatment 



30 ELEMENTARY WORKER AND HIS WORK 

each type requires: "Some children are more sensory 
minded in their neural activity than motor minded. That 
means that some children are more sensitive, more receptive, 
passive, and impressionable than others. The sensory minded 
child is often thoughtful, quiet, bashful, slow to act, repres- 
sive, not very suggestible. He is apt to be sullen, slow to 
forgive, slow in revealing his feelings, easily im- 
Sensory pressed, and not very practical. Such children 

Children are apt to become good counsellors but not cap- 

able leaders. The poets, painters, thinkers come 
from this class, but not the reformers, philanthropists, rulers. 
The sensory minded child should be led to express himself 
as frequently as possible, and given tasks to perform requir- 
ing motor activity. Serious truths or those tending to self- 
reflection should not be taught to this child. He should be 
encouraged to get out and go and do and accomplish some- 
thing visible. 

"The motor minded child is more active, impulsive, prac- 
tical, energetic, than reflective. He is very responsive to sug- 
gestion. He is quickly impressed by his environment. He 
is apt to 'jump' at conclusions and is anxious to know in 
order to act. Such a child is largely a creature of habit. 
This child needs restraint. He should be taught 
Motor truths that tend to make him think more before 

Children acting. He requires an environment that is less 

exciting and more even. The motor minded child 
should be encouraged to listen more while the sensory minded 
child should be led to ask questions. The motor minded 
child needs fewer incentives to action, the sensory minded 
child requires more. The motor minded child seems brighter 
and smarter but this is not necessarily true. He is more 
expressive and appears to be brighter." 



THE BEGINNER 31 

IV. Significance of These Facts to the Beginners' 
Teacher 

If the teacher of Beginners is to help them, she must plan 
all her work in accordance with their life as it is now. She 
Love, the must make use of their characteristics. She 
Key to Sue- must watch their interests, deal wisely with their 
cessfulWork limitations, and supply their needs. She must 
have the right attitude toward the children, the attitude of 
loving appreciation bound up with sympathy, for love is the 
key to successful work with Beginners. 

Lesson Outline: 

I. General Characteristics of Early Years of Life. 
1. Impressibility and absorptiveness. 
II. Specific Characteristics of Beginners. 

1. Hungry senses. 

2. Activity or restlessness. 

3. Imitation. 

4. Imagination. 

5. Animism. 

6. Faith or credulity. 

7. Reverence. 

8. Curiosity. 

9. Affection. 

10. Self-interest. 

11. Additional Characteristics. 
III. Types of Children. 

Sensory minded. 
Motor minded. 
IV. Significance of These Facts to the Beginners' 
Teacher. 

Bibliography: 

DuBois, "Beckonings From Little Hands. ,, 
Sully, "Studies of Childhood." 
Lamoreaux, "The Unfolding Life." 



32 ELEMENTARY WORKER AND HIS WORK 

Topics for Special Study: 

i. The abnormal child. 

2. Classification of certain given children under types. 

Topics for Class Discussion: 

i. What is the value of the early years for character 
formation ? 

2. How may teaching appeal to the hungry senses? 

3. How shall children's activity be directed in Sunday- 

school ? 

4. What shall be done with an over-imaginative child? 

5. How may reverence be fostered? 

6. How may children be trained in unselfishness? 

7. How shall a sensory minded child be trained? 

8. How shall a motor minded child be trained? 



CHAPTER II 

THE ORGANIZATION OF THE BEGINNERS' 
DEPARTMENT 

I. The Need of a Beginners' Department 

When a child between the ages of three and six is en- 
rolled in the Sunday-school, he becomes in Sunday-school 
terminology a Beginner. Before the age of three his Sun- 
The Beginner day-school membership is in the Cradle Roll, 
even though he may attend the Beginners* Depart- 
ment with quite a degree of regularity. (For such Cradle 
Roll children some schools provide a special class in the Be- 
ginners' Department, under the supervision of the Cradle 
Roll Superintendent.) 

In the study of the early years of a child's life we have 
noted some of his characteristics, interests, limitations, and 
needs. We recognize that these differ radically from those 
of older children. In the matter of physical 
Need's* nourishment the little child requires food espe- 

cially prepared for him, easily digested and as- 
similated. His mental and spiritual nourishment needs the 
same adaptation, in order to be real food. 

The secular school has long recognized these differences 
and has separated pupils of various ages and capacities, 
graded the instruction, and adapted the method 
Needs m or< ^ er to meet the physical and intellectual 

needs of all. Shall the Sunday-school be less 
eager to meet the spiritual requirements of a little child? 
Surely the teaching of arithmetic and reading is not more 
important than the teaching of religion. 

3 33 T 



34 ELEMENTARY WORKER AND HIS WORK 

In the separation of the pupils the secular school has pro- 
vided the kindergarten for the child under six, where all 
the instruction and plans of work are especially adapted 

to the characteristics, interests, and needs of that 
Needs period. The wise Sunday-school will provide for 

this same child a Beginners' Department, where 
instruction in spiritual things, and plans and methods neces- 
sary to this instruction may be adapted with equal care 
to the conditions which obtain in his life. 

II. Relationship of the Beginners' Department to 

the Whole School 

The Beginners' Department is an integral part of the 
school, and not an independent organization. The superin- 
tendent of this department and all her helpers 
Department are un< ^ er tne general direction of the Superin- 
Under Super- tendent of the main school. All plans should be 
intendentof submitted to him before being put into operation, 
Mam School an( j - m case Q £ difference in judgment his deci- 
sion should prevail. This submission, however, does not pre- 
clude the right of the teacher to quietly work for the super- 
intendent's conversion to her point of view. 

III. The Housing of the Beginners' Department 

There are two plans in use in the matter of providing a 
meeting place for the Beginners' Department. 

i. Entire separation from every other department. 
Where a suitable room is available, this plan returns the best 
results. Many will agree that a separate Beginners' Depart- 
ment can thus do the best work in the best way 
Separation w ' lt ^ t k e j east was ^ e f time and effort, who are 

Brings Best , , . 

Results not rea dy to advocate a separate room for the 

department. On the other hand, there are reasons 
against having the Beginners in the same room with the 
rest of the school. 

7 



ORGANIZATION 35 

(a) They are apt to be a disturbing element to the older 

pupils. They are too young to understand and 
to Others conform to all the customs and ways of the 

school, and their non-conformity attracts at- 
tention. 

(b) They receive little or no good from a session planned 
for older pupils, and time and opportunities are too precious 
to waste. The element of worship may sometimes be fos- 
tered if the Beginner is with his elders, but the 

Time element of worship is only one of the things 

for which the Sunday-school must plan. In 
point of fact, that is better emphasized in the Church services 
than in the exercises of most Sunday-schools. All too fre- 
quently the child receives ideas of irreverence from being with 
the older boys and girls, while a Beginners' Department, 
rightly conducted, promotes true worship. 

(c) They can be taught most effectively by themselves. 
The Beginners need brief exercises, with plenty of variety 
and movement. They can not sit still long at a time, hence 
must have an opportunity to move about. This is possible 
only when they are in a separate room, where their marches 

and other exercises will not disturb others. Their 
Teaching power of attention is weak and needs fostering 

and protecting. This is well-nigh impossible in a 
room with others. The exercises adapted to the older chil- 
dren are tiresome and unintelligible and unprofitable for the 
little people. These peculiar conditions can be met most sat- 
isfactorily only in a separate room. 

(d) Some will object that the spirit of unity will be de- 
stroyed if this department of the school is segregated, but this 

has not proven true in the public school, nor in 

Unity not Sunday-schools where it has been tried. To guard 
Lost through . t f . , . . , . 

Segregation against any tendency to this, however, it is desir- 
able for the whole school to meet together oc- 
casionally. Special days furnish a natural occasion for such 
assembling, and each department should be considered in ar- 



36 ELEMENTARY WORKER AND HIS WORK 

ranging the program. Holidays, however, are not for every 
day of the year, nor is regular teaching expected at such times. 
2. Partial separation from other departments. In this 
plan the Beginners meet with another department or the 
entire school for the opening and possibly the closing exer- 
cises, but are separated for the lesson teaching. 
Merging with \Yhen this is found necessary, the merging 
Department snou ld be with the Primary Department, prefer- 
ably, since the interests and needs of tlie Begin- 
ner and Primary child are akin. Even with this arrange- 
ment the needs of the younger children must be considered. 
Curtains or screens will make much distinctive Beginners' 
work possible. 

IV. Officers 

The Beginners' Department, or class, will require a su- 
perintendent, director, or teacher, and assisting 
Superintend- k er as man y helpers as the size of the depart- 
Heipers ment may demand. This subject is so important 

that a subsequent chapter is given to its discus- 
sion. (See Chapter III.) 

V. Records 

The keeping of records, whether they be simple or com- 
plex, is essential to any organization. Five classes of records 
are desirable in the Beginners' Department. 

i. Record of new pupils. Enrollment blanks, to be sent 
home and filled out by the parents, are found helpful in the 
case of new pupils, as little children can not give satisfactory 
information. These blanks may call for: Name 
Blanks °^ cm ^ > name of parents ; parents' Church mem- 

bership ; address ; age ; birthday ; date of entering 
the department ; class assignment (first or second year's 
work) ; miscellaneous information. This information should 
be tabulated, either in a book, or on cards, if the card system 
is preferred. 



ORGANIZATION 37 

2. Record of attendance. Some method of recording 
the attendance is necessary. A class book or card system is 
desirable, the record to be quietly made by the secretary or 
helper early in the session. As a rule, a roll call is not only 

without interest but a serious waste of time, 

Eylarkinsr 

Attendance especially if the school last but an hour. There 
are many simple devices which enlist the interests 
of the children in being present, and punctual as well. For 
example, the names may be written on a sheet of cardboard 
with spaces after each name, and gilt stars attached to indi- 
cate attendance. The children who come early may be al- 
lowed to place their own stars. There is always pleasure in 
any plan which permits the child to assist in keeping his 
own record. 

3. Record of absentees. The secretary gathers the list 
of absentees from the attendance record weekly. Cards with 

the names of the absent children upon them, and 
Cards containing spaces for stating the cause of ab- 

sence are put into the hands of those responsible 
for the children in question. These cards are to be rilled out 
from information secured through call or letter, and returned 
to the secretary by the following Sunday. 

4. Record of birthdays. This is a help to the teacher 
who plans ahead for the birthday. The record may be kept 

in a birthday book with separate pages for each 
Book month. The child's name is entered under the 

proper month and day. This enables the teacher 
to mail the birthday letter, so that it shall reach the child 
on time. 

5. Record of visitors. A visitors' register extends a 

pleasing courtesy to those who come into the de- 
Visitors' T , r . . .,, , , 
Register partment. In the course of time it will be a much 

prized and valuable possession of the school. 



3 8 ELEMENTARY WORKER AND HIS WORK 

VI. Supplies 

A fully equipped department requires certain supplies, to 
be provided by the school. 

i. Teachers' supplies. Teacher's text-book or quarterly; 
pictures ; material needed for teaching ; song books from which 
suitable music may be secured; stationery; postage. 

2. Secretary's supplies. Record books; blank cards; 
stationery; postage; manifolder. 

3. Children's supplies. Lesson papers; birthday cards; 
cradle roll cards. 

VII. Finances 

The expenses of the Beginners' Department should be met 
in the same way as those of the other departments of the 
school. Preferably, this would be by the Church, 
and the ^ stipulated allowance for the Beginners' De- 

Expenses of partment is a good thing, since the teacher then 
the Sunday- knows how to plan more wisely. If the ex- 
school penses are paid by the Church, the offerings of 
this department can be used with those from the rest of the 
school for the Church and for benevolent causes. All money 
received from every source should be accounted for to the 
treasurer of the school. 

Lesson Outline: 

I. The Need of the Beginners' Department. 
II. The Relationship of the Beginners' Department 
to the Whole School. 

III. The Housing of the Beginners' Department. 

1. Entire separation from other departments. 

(a) To avoid disturbance of others. 

(b) To most wisely utilize time. 

(c) To adapt method to Beginners' special need. 

(d) Does not destroy school unity. 

2. Partial separation from other departments. 

IV. Officers. 

t 



ORGANIZATION 39 

V. Records. 

i. Record of new pupils. 

2. Record of attendance. 

3. Record of absentees. 

4. Record of birthdays. 

5. Record of visitors. 
VI. Supplies. 

1. Teachers' supplies. 

2. Secretary's supplies. 

3. Children's supplies. 
VII. Finances. 

Bibliography: 

Meyer, "The Graded Sunday School in Principle and 

Practice." 
Cope, "The Modern Sunday School." 
Wray, "The Beginners' Department." 

Topics for Special Study: 

1. The absentee problem. 

2. Sunday-school finances. 

Topics for Class Discussion: 

1. What is the need of a separate Beginners' Depart- 

ment? 

2. What should be the relation between the Beginners' 

Superintendent and the General Superintendent 
of the school? 

3. Why is a separate place desirable for the depart- 

ment? 

4. How may this separate place be secured where no 

room is available? 

5. What is the best plan for recording attendance? 

6. How shall the record of absentees be made valuable? 

7. What supplies will make the work most effective? 

8. What are the arguments for and against the Church 

defraying the expenses of the Sunday-school ? 



CHAPTER III 
THE TEACHER AND HER HELPERS 

I. The Teacher of the Beginners' Department 

i. Her value. The most approved plans of organization 
can not make a successful Beginners' Department. The best 
equipment in the world can not do it. It is a matter of the 
teacher. She is always the chief factor in the work. Whether 
she be called the Superintendent of the Beginners' Depart- 
ment, or the director, or the teacher is a matter of minor 

importance. She is the power that makes the 
The Teacher department. If she be a good teacher, she will 
Department ma ^ e a successful department, even under most 

unfavorable conditions, and with almost nothing 
in the way of equipment. She will find some way to override 
the difficulties. She will build a class about her. Therefore, 
secure the right teacher, give her a fair chance, and the result 
is a good Beginners' Department. When once such a teacher 
is found, value her enough to keep her. Do not permit her 
to break down because of hard conditions, which could be 
changed. Do not force her to give up the work because she 
has not the chance to which she is entitled. Do not discour- 
age her through lack of consideration. Be merciful, be sym- 
pathetic, be helpful. 

2. Her Personality. At the session for primary teachers 

in a great Sunday-school convention several fine- 
S mpathy looking, attractive women spoke and captured 

the audience. A very plain, ordinary little wo- 
man also spoke. There was a small child in the audience, 
sitting beside her mother. After the meeting a lady said to 

40 7 



THE TEACHER AND HER HELPERS 41 

the child, "Which of the speakers did you like best?" "Miss 
Blank," was the reply, "she is so pretty when she smiles." 
Miss Blank was the plain little woman! What was there in 
her face which so attracted this little stranger? It was the 
presence of a subtle sympathy which defies analysis, but 
which children always recognize. 

This is not dependent upon a pretty face, according to the 
world's standard of beauty, nor is it a matter of dress, al- 
though children love pretty clothes. It certainly is not gush, 
for children at once suspect insincerity. It is not forcing 
one's self upon the child's acquaintance. This children dis- 
like as truly as grown people do. It is not playing with the 
child a little while, nor is it a superficial attempt to "get 
down to his level." (Rather, we need frequently to come 

up to his level.) This subtle magnetism which 
ism of Love" attracts a child's love is a love for childhood, 

genuine and deep; it has real enjoyment in the 
society of little children, real and sympathetic appreciation 
and understanding of their lives, and a real mother-heart that 
reaches out and brings them close. A teacher with such a 
love will win the love, trust, response, and obedience of the 
children. Tact, patience, and wisdom which are born of love 
will be there. Those not knowing the secret will say, "It is 
wonderful how Miss Blank gets on with the children." 

Nevertheless, not all the natural fitness in the world, not 
all the training and advantages possible can by themselves 
fit a woman for the position of teacher of Beginners. She 
must live close to God, and her spiritual life must be the 

manifestation of that close communion with Him. 
Spiritual Nothing can take the place of this. Study of the 

Necessary Word, prayer, daily fellowship, and a real, not 

feigned, acquaintance with God must character- 
ize the teacher of Beginners. If her relationship to God 
and to the child is what it should be, the teacher's person- 
ality will create the right atmosphere in the Sunday-school, 

since children tend to become like their teacher. This per- 

7 



42 ELEMENTARY WORKER AND HIS WORK 

sonality, God-filled and child-loving, will help to make the 
children what they ought to be. 

3. Her training. If a teacher can have a regular course 

in kindergarten training, she will find it inval- 
Vaiue of Km- ua ki e j n anv sor t f wor k ^vith little children, 
Training especially in the Beginners' Department of the 

Sunday-school. If a kindergarten course be im- 
possible, other lines of training are open through observation, 
study and practice. 

(a) Observation. Beginners' Departments and kindergar- 

tens should be visited for the purpose of obser- 
Observation vat i° n - The work done in these places should 

be carefully studied, points of success or failure 
noted, and, if possible, reasons given for the success or failure. 

(b) Study. There are many books and articles on teach- 

ing, and the growing teacher is the reading 
Instruction teacher. Conventions and conversations with 

successful teachers are helpful, but nothing will 
take the place of determined application to a course of study 
arranged for teachers of little children. 

(c) Practice. It is very helpful to a young teacher to be 

an assistant to some one of experience, thus 
Practice practicing under supervision. After a certain 

amount of such training, the test of efficiency 
may be made in assuming the whole responsibility of a Be- 
ginners' Department. 

4. Her purpose. To make any work a real success there 
must be purpose in it. Every part of the work will be colored 
by it. Indeed, the final achievement will probably be in pro- 
portion to the strength and quality of the purpose. 

If the Beginners' teacher purposes to slide along without 
personal inconvenience and effort, she will un- 
Influenceof^ doubtedly succeed in doing that thing; but of 
Purpose course the department will be a failure. If she 

purposes to give the children a good time, prob- 
ably they will have it, but we would not recommend that 



THE TEACHER AND HER HELPERS 43 

Sunday-school. If the teacher wills to lead the children 
to love God, His house and His Book, and to seek to serve 
Him, this purpose will influence the character of her whole 
work. Therefore in a sense we may say everything depends 
on the purpose back of the work. 

Then let the purpose be worthy of the priceless opportu- 
nity. A purpose to do her best for Christ and the children 
committed to her care will lead the teacher to observe, study, 
and pray, and to use every opportunity to fit herself for effi- 
cient service. This high purpose will also control the prep- 
aration of program, lesson, and method in each specific Sun- 
day's work. 

5. Her privilege in training others. The one in charge 
of the Beginners' Department should consider it both a 
privilege and a duty to train one or more helpers, who may 
in time themselves become efficient teachers. In 
Definite addition to the training gained from observa- 

of Helpers ^ lon > tnere should be a definite time and plan 
for the superintendent and her helpers to read 
and study together. If possible the willingness to do this 
training work should constitute one of the requirements for 
admission to the rank of helpers. 

II. The Helpers in the Beginners' Department 

1. Number. The number needed will depend upon the 
size of the department and the work planned. 

2. Personality. The personal characteristics required in 
the superintendent of the department are as necessary in her 

assistants. The same high purpose to do the best 
of Helpers wor k should actuate them. This will show itself 

in a desire to be true helpers, not only in doing 
what they are asked, but in being alert to discover needs and 
meet them. The assistant who waits to be told is not truly 
an assistant. 

The right purpose will show itself also in a lively interest 
in all that pertains to the department, a readiness to render 



44 ELEMENTARY WORKER AND HIS WORK 

any assistance, a willingness to learn and study to become 
efficient, and a realization of the importance of little details 
which might be unnoticed by the casual observer. Some help- 
ers think if they do not teach they are of no vital importance, 
and consequently need not inconvenience themselves to attend 
Sunday-school. But no Sunday-school can be a success un- 
less there are people willing to do the little and seemingly 
unimportant and unobserved things. 

3. Duties of Helpers. In a department of any size there 
are some general duties which may belong to all the assist- 
ants, and other duties which require assignment to special 
helpers. 

(a) General duties. Beginners need much help, because 
of their lack of experience and judgment. They need assist- 
ance with their wraps, putting them off and on, and disposing 
of them for the Sunday-school hour. They require help in 

marching and in taking a part in the exercises. 
Children They must be directed in handwork, if used, 

and aided in listening. They must be kept 
friendly with their neighbors, as, for example, Johnny's wan- 
dering feet removed from Willie's inhospitable chair. In 
the kindergarten these many general duties are performed by 
all the assistants, each caring for the little group of children 
especially assigned to her. This plan works equally well in 
the Beginners' Department. 

(b) Specific Duties. (1) Duties of a secretary. The im- 
portance of complete records has already been emphasized. 
That they may be had, a good secretary is a necessity, espe- 
cially if the department be of any considerable size. Aside 
from keeping the records mentioned in the previous chapter, 

the secretary may grade and assign new schol- 
Vanous ars ^ provide them with enrollment cards (often 

Secretary these need to be pinned to the child's clothing), 

see to the folding and distributing of papers, 
take charge of the offerings, and fill out the absentee cards 
for group teachers before the close of the session. During 



THE TEACHER AND HER HELPERS 45 

the week she may attend to the manifolding of any letters 
or announcements to be sent to the child or his parents. 
(2) Duties of a pianist. Music fills such an important 
place in work with Beginners that the best musician obtain- 
able is none too good for the position of pianist. The way 
in which the quieting music is played may do more to evoke 
the spirit of reverence than any other one part 
Effect of £ foe opening exercises. The clear, bright tone 

the Children °^ ^ e P* ano may P ut sunshine into a whole hour's 
work. There should be such close sympathy be- 
tween pianist and superintendent that a word or even a look 
will suffice to convey instantly to the pianist the superintend- 
ent's desire. 

While there can not be great variety in songs in this 
department, the pianist should secure suitable 
Scrap-Book mus ic to be available as occasion demands. She 
should also have her Song Scrap-Book, contain- 
ing all music used in the department, that the work may 
not be crippled in case of her absence. 

(3) Duties of a superintendent's assistant. The Cradle 
Roll superintendent may be used most effectively in this po- 
sition, provided she does not have a Cradle Roll 
Attending class. If she can not assume these duties, some 
and Ends one e * se s ^ ou ^ ^ e appointed to look after the 
countless little details, which belong to no one in 
particular. This assistant should courteously welcome vis- 
itors, showing them to seats, answer their questions, and guard 
against any disturbance in the program. She should also se- 
cure their names in the Visitors' Register. 

She should attend to the door, detaining tardy children 
until the proper time arrives for them to take their seats. 
David thought it a privilege to be a doortender in the House 
of the Lord. She should save needless noise and interruption 
during prayer and teaching of the lesson. Supervision of ven- 
tilation and temperature should also be included in her duties. 
This position would be an admirable one for the initiate to 



46 ELEMENTARY WORKER AND HIS WORK 

occupy as she enters upon her training for Beginners* work. 
In a very small department one assistant may be found who 
can assume many or all of these specific duties. 

III. The Teacher Enlisting Helpers 

This is a problem if, as in some cases, the Beginners' Su- 
perintendent is not closely connected with other lines of work 
in the particular Church where she teaches, but comes from 
another Church or neighborhood just for the Sunday-school. 
If, however, she be intimately connected with the Church, 
attending its Sunday and week-day services, she will know 
the young people on whom to call for assistance. 

If she is as attractive to young women as she is to the 
children, she will have no trouble in securing helpers. Many 
young women in a Church would be glad to help some one 
they liked, if they were asked, and the task assigned seemed 
possible. But not every one who would like to help is fitted 
for this important work. The most careful 
Care in selection must be made. Prayer has much to do 

Helpers w ^ *** ^e r ^ht people can be prayed into the 

department, and the wrong ones prayed out of it 
as well. Yet, although prayer holds such a vital relationship 
to the selection of teachers, the superintendent has her part 
to do personally. She should try to know young women whom 
she thinks may make good helpers. When a certain one is 
being considered, the superintendent should quietly study her 
qualifications and fitness, and after being satisfied as to her 
ability, she should lay the matter before the young woman, 
telling her frankly what will be expected in the matter of at- 
tendance, study, and the special duties of the department. 
The standard should be set high, and the privileges of the 
work be emphasized. If in addition to helping in the de- 
partment a young woman can be led to see the responsibilities 
and privileges of Beginners' work, and then given the oppor- 
tunity for training, there is no work which will be more al- 
luring to her ardent, eager young life. 



THE TEACHER AND HER HELPERS 47 

Lesson Outline: 

I. The Teacher of the Beginners' Department, 
i. Her value. 

2. Her personality. 

Love for the child the secret of winning. 
Fellowship with God the secret of power. 

3. Her training. 

(a) Observation. 

(b) Study. 

(c) Practice. 

4. Her purpose. 

5. Her privilege in training others. 

II. The Helpers in the Beginners' Department. 

1. Number. 

2. Personality. 

3. Duties. 

(a) General. 

(b) Specific. 

(1) Duties of secretary. 

(2) Duties of pianist. 

(3) Duties of superintendent's assistant. 
III. The Teacher Enlisting Helpers. 

Bibliography: 

Slattery, "Talks to the Training Class." 
Brumbaugh, "The Making of a Teacher." 

Topic for Special Study: 

1. The personal qualities of the best teacher of children 
you know. 

Topics for Class Discussion: 

1. How may the personality of the teacher influence 

the whole department? 

2. How help a teacher who loves children but is spirit- 

ually deficient? 



4 8 ELEMENTARY WORKER AND HIS WORK 

3. How will observation help in training a teacher? 

4. How may assistants be found? 

5. How may the secretary perform her duties without 

disturbing the department? 

6. Should non-Christian helpers be used in a Begin- 

ners' Department for teaching, or other duties? 

7. How many children should be in a group under one 

teacher ? 

8. Should very young helpers be used in a Beginners' 

Department? Give reasons for your answer. 



CHAPTER IV 
THE ROOM AND ITS EQUIPMENT 

I. Environment and Atmosphere 

Much is said in these days upon the influence of environ- 
ment. We are realizing more and more how surroundings 
affect life. This is true in every case, but particularly so 
with a little child. Attention has already been 

Environment ca ^ e( ^ to ^ e ^ act ^ at tne early years of a child's 
life are the years of absorption and impression, 
and that unconsciously ideas and ideals never to be wholly 
lost are coming into his mind from everything about him. 

The largest part of the teaching in the Beginners' Depart- 
ment is done in this unconscious way; unconscious, however, 
only to the child. The teacher should clearly know what 
she desires the child to acquire, and the way in which it may 
be given. What should she desire that the child may get 
in the Sunday-school? Certainly not less than 
er's Goal " ideas °f worship, reverence, order, and the 
beauty of religion growing out of the Bible 
stories themselves, and the whole setting of their presenta- 
tion: a real love for the Sunday-school and everything for 
which it stands, supreme above all the awakening of love for 
the Lord Himself and His worship and service. Anything 
less than this is unworthy of being a goal for a consecrated 
Beginners' teacher. How then shall it be reached? 

It is largely a matter of atmosphere, that 
Environment su btle, indefinable thing produced by all that is 
Atmosphere a ^ out the child. A right Sunday-school environ- 
ment will always produce a right atmosphere; a 
wrong environment — never! The two principal factors in 
4 49 7 



50 ELEMENTARY WORKER AND HIS WORK 

the environment of the Beginners' Department are the 
teacher and the room. We have already discussed the teacher 
and her influence upon the child. It remains then to con- 
sider the room which shall contribute towards the right at- 
mosphere. 

II. Adaptation of Room to Needs of Beginners 

Broadly stated the room must meet three classes of needs 
in the Beginner's life: physical, mental, and aesthetic and 
spiritual. 

i. Physical needs met. The little child's power of at- 
tention is very weak, and he is lacking in self-control. He 
is keenly sensitive and responsive to physical discomforts. 
He can not keep still for long at a time. There- 
Avoiding fore, unless provision is made for movement and 
Discomforts physical comfort, some assistance given his power 
to attend, and some allowances made for his lack 
of self-control, the Sunday-school lesson will have little chance 
to gain an entrance into his thought and feeling. Let us 
note therefore some of the arrangements necessary to meet 
these conditions. 

(a) Accessibility of the room. The room for the Be- 
ginners should be on the ground floor, if possible, that the 

danger and difficulties of stairs may be avoided. 

Ground Floor ^ separate entrance for the children, so ar- 
ranged as not to disturb the other departments 

of the school, is a great advantage. 

(b) Partitions. Partitions shutting away all sight and 
sound should separate this department from others, wher- 
ever possible. Neither glass nor wooden shut- 
Separation £ ers are satisfactory, since they do not sufficiently 
Departments deaden the sound. Screens and curtains help the 

eyes, but not the ears. However, any sort of par- 
tition is better than none at all. An ideal arrangement will 
permit the Beginners' and Primary rooms to be thrown into 
one when desired, while providing also for a complete separa- 
tion. 7 



THE ROOM AND ITS EQUIPMENT Si 

(c) Space. Space is one of the physical demands : space 
for the child to be comfortable, and to move without inter- 
fering with his little neighbor. The method of 

Movement "packing sardines" is not a desirable model for 
seating little children. The room should be 
large enough to allow the desirable activity described in 
Chapter V. 

(d) Light, air, heat. The room should be well lighted, 
heated, and ventilated. Some people think that little children 
can be tucked off into any corner, gallery, kitchen, closet, 
or basement. Any of these places may be better than no 

place to themselves, but the best is not too good 
Sunshine f or those who are absorbing their lasting im- 

Ventilation pressions from their surroundings. The small 

child who cried and refused to go into a Begin- 
ners' class was justified, for, accurately speaking, the place 
was a dark hole, and the baby was afraid of the dark. Sun- 
shine, the right temperature (68°), and good air add to the 
comfort of the body, help the mind to work, and the soul to 
respond. 

(e) Seating arrangement. The seating arrangement must 
meet the needs of Beginners. Little chairs, not fastened to- 
gether, which enable the feet of the three-year-old to touch 
the floor, are necessary for the best work. Some teachers 

prefer to arrange the chairs in a circle, kinder- 
Chairs ' garten fashion; some prefer to have the semi- 
circle. If two rows are required, it is well to 
have space enough between the rows to prevent small feet 
from touching the chair in front. That arrangement is best 
which enables the children to see and hear without interfer- 
ing with others. There should also be seats provided for 
parents and visitors. 

(f) Floor covering. A floor covering of linoleum is 
Linoleum very satisfactory from a sanitary standpoint. 

It is also attractive if secured in unobtrusive 
colors and chaste design. If the floor must be bare, rub- 



52 ELEMENTARY WORKER AND HIS WORK 

ber tips on the legs of the chairs will help in the 
matter of quiet. 

(g) Hooks for wraps. Removing the children's wraps 
adds to their comfort and also takes away one source of dis- 
traction. Some arrangement must be made to care for these 

wraps in an orderly manner, that those belong- 
of Wraps ln £ to one cm ld may not be confused with those 

of another, as children often do not know their 
own clothing. A separate hook for each child is desirable. 
Clothespins with the names of the children upon them will 
help in the care of the rubbers. 

(h) Tables. Low tables will be of great assistance, if the 

children are to do handwork. Some departments, 
Handwork however, have done excellent work by using the 

seats of the chairs in lieu of tables. Still others 
have used a shelf placed at the side of the room, and adjust- 
able as needed. 

2. Mental needs met. Whatever equipment will serve 
to make the direct teaching work of the Beginners' Depart- 
ment more attractive will help in that proportion to meet 
the child's mental needs. A well-furnished Beginners' room 
may contain : 

(a) Materials, such as crayons, blunt scissors, pictures 
and colored papers, to be used in teaching and in the chil- 
dren's handwork. 

(b) Class boxes, in which all materials and work of each 
group may be kept. 

(c) Cabinet or closet, in which may be kept 
Equipment a jj secre tary's supplies, Cradle Roll accessories, 
ing Work" birthday supplies, receptacles for offerings, pa- 
pers and cards for children. 

(d) A blackboard, which shall be long and low, so that 
the children can use it. 

(e) A sandtable is sometimes a help in making the story 
real, but never under any circumstances whatever is it to be 
used in teaching Bible geography to children of Beginners' age. 



THE ROOM AND ITS EQUIPMENT 53 

(f) Curios, including models from Oriental life and some 
missionary curios within the child's plane of experience, will 
be both interesting and instructive. 

3. The aesthetic and spiritual needs met. There is a 
subtle connection between the aesthetic sense and religious 
emotions. The orderly, the beautiful, and the sublime which 
appeal to the aesthetic sense suggest the God of sublimity, of 
beauty, and of order. 

Great cathedrals call to worship. They represent wor- 
ship in architecture, and are the products of man's desire 
to worship God fittingly. Reflexively, they suggest worship 
to all who behold or enter them. The worshiper feels their 
power ; it seems easy to be reverent within their walls. Yet 
men and women can worship anywhere. The spirit of the 
man may rise above his surroundings. Not so with a little 
child. Like a chameleon, taking color from its 
Between the surroundings, he is for the time, at least, like 
-/Esthetic the people and things about him. A harmonious, 
Sense and beautiful Sunday-school environment not only 
Religious appeals to the child's aesthetic sense, giving a 
feeling of satisfaction, but it also touches his 
spiritual consciousness in a subtle way. The room itself 
may suggest the thought of God to his sensitive heart. How 
important then that on the side of beauty the Beginners' room 
and its equipment be conducive to the spirit of joyous and 
reverent approach to the Heavenly Father, giving the child an 
uplift that shall help him to live nearer to God! What shall 
we seek, therefore, in furnishings to secure this high end? 

(a) A harmonious treatment of the room itself. The 
walls should be tinted a quiet, restful color, preferably green 
or brown. Windows may be curtained with pretty, inex- 
pensive material, softening the garish light that 
Room some stained glass produces. The floor covering 

should harmonize with the walls in color. Any 
cabinets or cupboards should be made attractive, at least by 
being kept in good repair, free from dust without and or- 



54 ELEMENTARY WORKER AND HIS WORK 

derly within. Sometimes a simple, gathered curtain behind 
the glass door will change a piece of ugly furniture into a 
real contribution to the beauty of the room. 

(b) Pictures. Pictures have an unconscious but great 
power over children. This does not mean pictures of former 
pastors and officers, but pictures that represent a child in- 
terest, such as, "Christ Blessing Little Children," Carl Muel 
ler's "Nativity" and "The Good Shepherd." Pictures not dis- 
tinctly religious, but which convey a thought that 

The Influence ... . . , , , . , 1 t 

of Pictures may kelp m s P irl tual teaching, also have a place 
in the Beginners* room. Those expressing pa- 
rental love and care, and pictures of child helpfulness are espe- 
cially desirable for this purpose. It is possible, however, to 
have too many pictures, even of the best, so that the room 
seems confused and crowded. 

Whatever pictures are used should be of the choicest, make 
their appeal to the child's interest, and be hung where they 
can easily be seen. 

(c) A Piano. This is the most satisfactory instrument for 
the Beginners' Department, the distinct notes being followed 

by the children more readily than the blended 
Instrument tones °f an organ. (The discussion of music and 

its place in the spiritual life of the child requires 
the space of a full chapter for presentation, Chapter VII.) 

(d) A Bible. A large Bible belonging to the Department, 

and having its own place, is a silent yet eloquent 
a Teacher teacher. It should be used every Sunday in the 

mcst reverent way and never be covered over by 
other books and papers. 

(e) Flowers. Growing vines and plants in 
of Flowers t ^ ie windows, and cut flowers which the children 

themselves may bring, add greatly to the beauty 
of the room and afford a constant object lesson of God's love 
and goodness. 



THE ROOM AND ITS EQUIPMENT 55 

Lesson Outline: 

I. Environment and Atmosphere. 
II. Adaptation of Room to Needs of Beginners. 

i. Physical Needs Met. 

(a) Accessibility of the room. 

(b) Partitions. 

(c) Space. 

(d) Light, air, heat. 

(e) Seating arrangement. 

(f) Floor covering. 

(g) Hooks for wraps, 
(h) Tables. 

2. Mental Needs Met. 

(a) Materials. 

(b) Class boxes. 

(c) Cabinet or closet. 

(d) Blackboard. 

(e) Sandtable. 

(f) Curios. 

3. The ^Esthetic and Spiritual Needs Met. 

(a) Harmonious treatment of the room itself. 

(b) Pictures. 

(c) Piano. 

(d) Bible. 

(e) Flowers. 

Bibliography: 

Huntington, "Unconscious Tuition." 
Beard, "The Kindergarten Sunday School." 
DuBois, "The Natural Way in Moral Training." 

Topics for Special Study: 

1. Good pictures for little children. 

2. Effect of a Church service upon a little child. 

7 



56 ELEMENTARY WORKER AND HIS WORK 

Topics for Class Discussion: 

i. What can be taught the Beginner through atmos- 
phere ? 

2. Why does physical discomfort make attention diffi- 

cult for the child? 

3. What is the best way of ventilating a Sunday-school 

room? 

4. How may a sandtable be helpfully used in a Begin- 

ners' Department ? 

5. What use may be made of a blackboard with little 

children ? 

6. What is a test for suitable pictures for Beginners' 

Departments ? 

7. How may a Bible be used in a Beginners' Depart- 

ment? 

8. How may a suitable room be secured for the Begin- 

ners' Department? 



CHAPTER V 

THE PROGRAM FOR THE BEGINNERS' 
DEPARTMENT 

I. Essential Elements 

In planning the program for any department of the Sun- 
day-school, three elements should always be included: the 
element of fellowship, the element of worship, and the ele- 
ment of instruction. 

The element of fellowship is that which deals with the 
social side, contributing to the spirit of good-will, and mani- 
festing friendliness. Kate Douglas Wiggin speaks of the 
Fellowship "Magic of together." It is just that need which 
this element of the program is designed to 
meet. Since it is the teacher's aim to win lives for Christ, 
not by force, but by love, there must be in every Sunday- 
school some expression of personal interest. Accordingly 
in the Beginners' Department there are greetings and good- 
byes and the informal conversation. Birthdays, new pupils, 
the return of absent pupils, new babies, are recognized and 
everything is done to give the children a happy time. 

A kindergartner once visited the Beginners' Department 
of a friend of hers. At the close of Sunday-school the Begin- 
ners' teacher said, "Well, I do n't know as the children learn 
much, but they have a happy time and love to come." The 
kindergartner replied, "They have learned something this 
morning; but even if they had not, it would be worth while 
for them to come to have a happy time, for they are gaining 
a love for the Sunday-school and forming the habit of at- 
tendance." 

The element of worship fosters reverence through bring- 
ing the thought of God directly to the child. It is aided by 

57 7 



58 ELEMENTARY WORKER AND HIS WORK 

the right atmosphere, as we have seen, and especially by the 
teacher's manner and spirit. Worship includes prayer, Scrip- 
ture, and certain songs. Great care should be exercised in 
Worship these prayers and songs of worship that the chil- 

dren may really worship "in spirit and in truth." 
The offering also should be a part of the worship. The chil- 
dren should recognize that they are giving to God, but "God 
loveth a cheerful (hilarious) giver;" so it is not necessary 
that solemnity characterize the giving service. 

Since the Sunday-school is a school for the study of 
God's Word, the element of instruction is very important. 
Instruction This phase of the work includes not only the les- 
son of the day, but the teaching of texts and 
songs and prayers and instruction relative to prayer and 
praise, missions and giving. 

II. Adaptation 

The adaptation of a program to the interests and needs 
of those for whom it is planned is always a vital considera- 
tion. In view of our study of the Beginners, certain charac- 
teristics should mark the program of the Beginners' Depart- 
ment. 

Simplicity is essential because of the limited knowledge, 
experience, ability, and vocabulary of the child. Everything 
g . .. .. must be planned with reference to the plane of 

his experience. Simplicity forbids the teacher 
both to attempt too much and to bring too much that is 
new at one time. 

Owing to the child's limited power of attention and his 
Variety inability to sit still long, there must also be va- 

riety. It is well to change the program fre- 
quently, for sameness is monotonous and wearisome. 

The program of the Beginners' Department should allow 

Freedom freedom of movement and freedom of thought 

and expression. Think how much liberty these 

little children have in a well-regulated home or kindergarten! 



PROGRAM FOR BEGINNERS' DEPARTMENT 59 

This does not mean that order and plan are not necessary. 
It does mean, however, that too great rigidity should be 
avoided; that allowance should be made for spontaneity; that 
the program should include opportunities for freedom of 
movement, informal conversation, and other forms of expres- 
sion, and that it should be sufficiently elastic to meet the un- 
expected. 

It is needless to say that the program of the Beginners' 
Department should be interesting. These little people have 
not the power to give voluntary attention. Their attention 
interest must be called forth by the teacher, and this is 

possible only through interest. Knowledge of the 
child's general interests and recognition of any immediate 
interest, such as Christmas or Valentine's Day, will aid the 
teacher in planning her program. 

Certain things in a program bear a relationship to certain 
others. This relationship will be felt if the parts of the pro- 
gram are properly articulated. When they have been thus put 
Articulation together, the program should proceed in an or- 
derly, natural way, without sudden transitions 
or loss of time and energy, and with a smoothness and de- 
liberation which give a feeling of rest. When things are 
done in the right order and in the right way, there is always 
a sense of leisure and quiet. It is the program whose parts 
are illogical in their placing and wrong in their execution 
which produces unrest and confusion in the room. 

III. A Suggestive Program 

The following program is suggested as a type of those 
adapted to a Beginners' Department. It is presented first in 
outline — as the Superintendent of the department would ar- 
range it prior to the session, and then elaborated — as it might 
be used with the children. 
1. Program outlined. 
Pre-session preparation. 
Quiet. 
March with chairs to circle. 7 



6o ELEMENTARY WORKER AND HIS WORK 

Morning circle. 

Greetings and Good Morning song. 

Informal talk. 

Counting children. 

Welcome to new children. 

Welcoming back of absentees. 

Birthday recognition. 

Cradle Roll recognition. 

Prayer. 

New song introduced, or 

Talk, story or exercise preparing for thought of 

the day. 
Offering. 

Texts about God's day or God's house. 
Song, "Church Bells." 
Playing going to church. 
Prayer. 
Songs. 
The lesson. 
Prayer. 
Song. 
Handwork. 

Circle games and Good-bye song. 
2. Program elaborated. 

(a) Pre-session preparations. At least fifteen minutes 
should be allowed before the opening of the Sunday-school to 
make preparations for the session. 

The room should look its best, that order and attractive- 
ness may give the children a pleasant feeling as they enter. 
The ventilation and temperature should also receive proper 
attention. 

The pianist should arrange the songs and marches desired 
by the Superintendent in order that no time be wasted later 
in hunting for music. 

The secretary should attend to the boxes for the offerings, 
the birthday book, bank and cards, the blanks for the new 

7 



PROGRAM FOR BEGINNERS' DEPARTMENT 61 

scholars, the children's papers, the attendance record, visitors' 
book, and cradle roll supplies. There will usually be new- 
children for her to enroll, and she must also oversee the 
marking of the day's attendance, provided little fingers are 
to help in making their own record. 

The teachers should welcome their own children, help 
with the wraps, and bring out the material to be used in 
the day's work. 

The Superintendent should oversee everything, welcome 
children, parents, and visitors, and make ready whatever she 
will need to use during the session. 

The children may be busy visiting and helping. The older 
ones may help the little ones with their wraps, some may 
carry things for the teacher, some arrange the chairs. The 
time just before Sunday-school is the time for spreading the 
spirit of good cheer and helpfulness. 

All should be ready by the time the clock points to the 
hour for beginning. (A Sunday-school which does not begin 
on time will fail in many other ways. Promptness is as 
essential in religion and religious services as in the business 
world. While the Beginner can not be blamed for coming 
late since he is dependent on others to bring him, yet he 
can be encouraged to come early.) 

(b) Program conducted. Soft music from the piano tells 
every one to be in his chair, quiet, and ready for the signaL 
A chord from the piano tells Miss Annie's children to rise, 
take their chairs, and march on the circle. Thus each group 
of children will come in turn till the circle is complete. 

When all are seated quietly the teacher says, "Good morn- 
ing, children." And the children reply, "Good morning, Miss 
Greetings Smith." Then the children have their individual 
greetings. Mary may come to the center of the 
circle and bow to the child of her choice ; when this child 
comes to the center, they shake hands with a pleasant "Good 
morning," and Mary takes her seat. The other child then 



62 ELEMENTARY WORKER AND HIS WORK ' 

chooses a little friend, and so on till all have been greeted. 
Then together they sing, 

"Good morning to you, 

Good morning to you, 

Good morning, dear children, 

Good morning to all." 

"This is such a beautiful morning. I wonder if you saw 
some things that I saw this morning? Did you notice the 
trees as you came to Sunday-school? What did you notice, 
Harold? Yes, the little new leaves. Who else noticed some- 
thing beautiful this morning? The grass, yes; and even some 
flower buds. Who made all these beautiful things? God, the 
loving Heavenly Father. Let us sing about the things God 
has made." 

"All things bright and beautiful, 

All things great and small, 

All things wise and wonderful, 

Our Father made them all." 

In this informal conversation, which makes every one feel 
at home and comfortable, the children may tell about their 
pleasures, such as new shoes or a ride in an automobile or a 
party. The more they love the Sunday-school teacher, the 
more they will have to tell her, and possibly some child will 
have something to show her. 

"I wonder how many children we have here to-day. Jack, 
help me count them." Taking Jack by the hand the teacher 
goes round the circle, Jack touching each child lightly, as 
all the children count aloud with the teacher. (The chil- 
dren enjoy being counted.) 

"Have we any new children to-day ? Two ? Is n't that 

Recognitions nice ? Fred and Jennie, bring your little friends 

to me that we may welcome them." As they 

stand by the teacher, if not too timid, the children sing a 

welcome song, 

7 



PROGRAM FOR BEGINNERS' DEPARTMENT 63 

"A welcome to you, 
A welcome to you, 
A welcome, dear children, 
We're glad to see you." 
(Sung to same tune as the "Good Morning. ,, ) 

"Nellie is here this morning. She has been away so many 
Sundays. Come, Nellie, we all want to sing our welcome to 
you." 

All together, 

"A welcome to you, 
A welcome to you, 
A welcome, dear Nellie, 
We're glad to see you." 

"Did any one have a birthday this week? John had a 
birthday. How old is John? Now every one be ready to 
count as he drops his pennies in the bank. One, two, three, 
four! Four years old. Shall we clap for him? All the 
hands, one, two, three, four, and one to grow on. And we 
want to sing our birthday song to John, 

"Happy birthday to you, 
Happy birthday to you, 
Happy birthday, dear John, 
Happy birthday to you." 
(Sung to the same tune as the "Good Morning.") 
"All together, let us say our birthday wish : 

"Many happy returns of the day of thy birth, 

May sunshine and gladness be given; 
And may the dear Father prepare thee on earth 
For a beautiful birthday in heaven." 

The birthday child is then given a birthday card. If there 
is a new name for the cradle roll, the children are told about 
the baby, and as the name is placed in a tiny cradle, tied with 
pink bows, the children say together: 



64 ELEMENTARY WORKER AND HIS WORK 

"Little cradle, do you think, 
With your pretty bows of pink, 
You can faithful be and true 
To the name we trust with you? 

"As we lay it gently there 
We will add a little prayer 
That the little baby face 
In our class may find a place.' , 

Prayer is offered for the new children, the birthday child, 
the new baby, and all the babies on the cradle roll. 

A new song may be introduced here, or some exercise, 
familiar song or game, suggestive of the thought of the les- 
son for the day. This will in a measure prepare for the les- 
son and give the children relaxation and rest. 
A Look p or ms tance, some of the children may be trees, 

Lesson w ^ tne * r spreading branches (arms extended) ; 

others flowers or bushes, with their buds open- 
ing (hands to represent opening buds), and some the whist- 
ling wind blowing the trees and flowers. The rain may come 
(children tapping with fingers on the floor), and then a rain 
song follow. This time may occasionally be used for the 
review of some previous lesson or possibly the telling of a 
favorite story. 

The offering boxes are now brought, the objects for which 

Offering ^ e money mav be given are discussed briefly 

(sometimes a simple missionary story may be 

told), and then the children drop their money in the boxes 

as they choose. 

Gradually the children's thought is led to the fact that 
this is God's day and God's house. The children may say 
The Church together some such text as this, "I was glad 
when they said unto me, let us go into the house 
of the Lord." Or, "This is the day which the Lord hath 
made. We will rejoice and be glad in it." The children like 
to sing about the church bells calling people to church: 

7 



PROGRAM FOR BEGINNERS' DEPARTMENT 65 

"Come! Come! People, come! 

This is the bells' message to me, to you ; 
Come! Come! All may come! 

Fathers and mothers and children, too/' 

With their arms they can represent the ringing of the bell. 
After the song they may play going to church by walking 
quietly about the room. 

When they have reached the church, all sit quietly till the 
piano suggests the prayer, and then a prayer song follows. 
Lesson Story Some other songs may also be sung. Then the 
lesson story is given. Usually it will be well to 
follow the conclusion of the lesson with a simple prayer di- 
rectly bearing on the lesson, and perhaps a song may express 
the truth taught. 

(c) Handwork. If time and equipment permit the chil- 
dren may now do some simple handwork, which will empha- 
size the lesson taught. Pasting and crude draw- 
Lesson Em- j n g are f ten possible in connection with the 
Handwork lesson. For instance, if the Beginners' lesson was 

on helpfulness, the children may paste or draw 
something suggestive of helpfulness, such as a broom, indica- 
tive of a way that a child can help mother. Any handwork 
which is planned for the Beginners must be extremely simple. 

(d) Circle games and good-bye. The lesson may further 
be emphasized by other activities. As previously indicated, 
some phase of the lesson may be dramatized. If the lesson 
has suggested things in nature, such as birds or flowers, the 

children may be birds or flowers, the birds with 
Other Post- spreading wings, flying among the flowers. If 
Activities ^e ^ esson 1S on helpfulness, the children may play 
"house," each member of the family having some 
specific work to do, perhaps to help in making ready for go- 
ing to church. Whatever form of expression is used, it must 
be in line with the thought of the lesson. 

After a good-bye song the children put on their 

7 



66 ELEMENTARY WORKER AND HIS WORK 

wraps and quietly pass out, receiving papers and cards 
as they go. 

(e) General suggestions. The high lights of the program 
should be on prayer and on the teaching of the lesson. 

If the room is too small and the session too short to 
admit of handwork, or other exercises suggested in the above, 
a program may be arranged to suit the existing conditions. 
In very crowded quarters the only opportunity for marching 
may be to take the children out into the hall and 
Children back again. Yet this may be made interesting, 

perhaps by connecting it with the giving service. 
Where any marching at all is impossible, the children can 
at least stand and mark time. They may also stand for songs 
and other exercises. 

Finger games and motion songs offer physical relief and 
interest to the children, and can be used helpfully oftentimes. 
For instance, if the lesson has to do with the springtime and 
the awakening of nature, this finger song may be used: 
"In my little garden bed, raked so nicely over, 
First the tiny seeds I sow, then with soft earth cover; 
Shining down, the great round sun smiles upon it often ; 
Little raindrops pattering down help the seeds to soften." 

The child's lap will be the garden, where he plants the imag- 
inary seeds; his own smile is the sunshine, and with his fin- 
gers he represents the pattering rain. 

Some of these finger games or songs may be introduced 
just before the lesson, closing with this, which will secure 
quiet for the lesson: 

"Where do all the fingers go? 
I know. I know. 
Into each child's lap they creep, 
And they lie there fast asleep. 
That is where they go!" 

As far as possible make the rest exercises expressive of 
some thought, rather than mere mechanical movement. 

7 



PROGRAM FOR BEGINNERS' DEPARTMENT 67 

The threefold aim in arranging a program for the Begin- 
ners' Department is to direct the physical and mental activi- 
ties of the Beginner in such a way as to aid his spiritual 

growth; to adapt religious thought so that even 
Program t ^ le sma ^ est child may come to know and love 

the Heavenly Father; to interweave the elements 
of fellowship, worship, and instruction so that the children 
will love to come, will learn that which will truly help them, 
and will worship the Father "in spirit and in truth." 

[Note: The songs and exercises referred to in this pro- 
gram may be found in these books : 

1. Beginners' Teachers' Text-Book. First Year. Part 1. 

2. "Song Stories for the Sunday School," by Patty Hill. 
Price, 15 cents. 

3. "Carols," by Leyda and Burgener. Price, 25 cents. 

4. "Finger Plays," by Emilie Poulsson. 

These may be ordered from the Methodist Book Concern, 
New York, Cincinnati, or Chicago.] 

Lesson Outline: 

I. Essential Elements. 
Fellowship. 
Worship. 
Instruction. 

II. Adaptation. 
Simplicity. 
Variety. 
Freedom. 
Interest. 
Articulation. 
III. A Suggestive Program. 

1. Program outlined. 

2. Program elaborated. 



68 ELEMENTARY WORKER AND HIS WORK 

Bibliography: 

Wiggin and Smith, "Kindergarten Principles and Prac- 
tice." 
Darnell, "Blackboard Work." 
Thomas, "Supplemental Lessons for Beginners." 

Topics for Special Study: 

1. The problem of directing activities. 

2. Critical study of programs of the Beginners' De- 

partment of various Sunday-schools. 

Topics for Class Discussion: 

i. What three elements should be in every Sunday- 
school program? Why? 

2. Give some essential characteristics of a Beginners' 

program. 

3. How closely should the teacher follow a set pro- 

gram? 

4. What should be done before the Sunday-school ses- 

sion? 

5. Suggest some ways of helpfully directing children's 

activities in the Beginners' Department. 

6. What should be done with a restless child during 

the lesson story? 

7. What handwork may be done in a Beginners' De- 

partment? 

8. What is the threefold aim in arranging a program 

for the Beginners' Department? 



CHAPTER VI 
THE LESSON FOR THE BEGINNERS 

I. The Lesson Selected 

i. The necessity of adaptation. In our previous study 
we have considered some of the characteristics, interests, and 
limitations of the Beginner, and have realized how the needs 
growing out of these conditions differ from the needs of older 
people. Yet granting these differences in the realm of food, 
clothing, sports, and instruction, there is sometimes a dispo- 
sition to ignore any difference in need between the child and 
the adult when it comes to spiritual things. Be- 
in Spiritual cause both the child and the adult require the 
Needs Be- Word of God to feed the spiritual life, these 
tween Child ignorers of differing needs say, "Give all the 
and Adult Bible to every one /> yet these same people who 
ignore difference in souls recognize difference in the require- 
ments of different occasions, and the appropriateness of Scrip- 
ture for them. No one of them would read the account of 
the death of Ananias and Sapphira at a funeral service, nor 
that of the stoning of Stephen at a Christmas celebration. 
They would not use the story of Elijah's translation when a 
lesson on obedience was needed, neither would they consider 
the tables of genealogy and migration in Genesis valuable 
as a Bible reading in an Epworth League meeting when the 
subject was prayer. Is it consistent to adapt Scriptures to 
times and seasons and not to souls? 

All parts and truths of the Bible are not equally helpful 

6q 7 



70 ELEMENTARY WORKER AND HIS WORK 

to every age and capacity. The Epistle to the Romans is a 
treasure house to a mature mind, but only a verse here and 
there can have any meaning for the little child. 
The Bible j^jg same thing is true of many sections of the 
the^hild Bible. The story portions of the Bible are of 

chief interest to the children, and furnish them 
with spiritual food which they can assimilate. 

This fact has been partially recognized in the selection of 
International Uniform Lessons. Great sections of the Bible 
have never been touched by these lessons, sections which con- 
tain valuable help for mature minds, but with 
Fitting the one consen t are withheld from children. More 
individual anc ^ more as we study the Bible, and as we study 
Needs human needs, we realize that one passage fits 

one need, while another passage fits another need. 
It is, therefore, the business of the Sunday-school worker 
teaching the Bible to ascertain definitely the pupil's need, and 
the particular passage of Scripture which will meet that need. 
Much good work has been done in adapting passages so 
that they may be used for the Beginner as well as for the 
adult, but why all this effort when there is a wiser solution of 
the situation? That solution is to select Scripture for the 
Beginner's lesson which is already adapted to his need. So 
strong has been the conviction among teachers of 
Courses little children that this is the thing to do that 

several excellent Beginners' courses have made 
their appearance within the past few years. The course, how- 
ever, which is coming into greatest prominence now is that 
which forms a part of the International Graded Lesson series. 
In framing this Series the special needs of each particular 
age from the Beginner to the Adult were carefully considered, 
then Scripture fitted to meet these needs was selected. 

2. Graded Lessons for Beginners. The course for the 
Length of Beginners covers two years in time, and includes 
Time Covered various themes suited to the child's needs, with 
several lessons upon each theme. 

7 



THE LESSON FOR THE BEGINNERS 71 

The aim of the Beginners' course is crystallized into the 

following statement of purpose, which appears 

_ im in connection with the lessons: 

Course 

"To lead the little child to the Father by help- 
ing him : 

"1. To know God, the Heavenly Father, who loves him, 
provides for, and protects him. 

"2. To know Jesus, the Son of God, who became a little 
child, who went about doing good, and who is the Friend and 
Savior of little children. 

"3. To know about the heavenly home. 

"4. To distinguish between right and wrong. 

"5. To show his love for God by working with Him and 
for others." 

The following themes found in the first year's work will 
serve to illustrate how wise has been the understanding of 
the need of the little child, and how apt the choice of Scrip- 
ture to meet his need : 

"The Heavenly Father's care" (seven lessons), taught by 
stories of Samuel, Moses, Elijah, and God's provision in 
Nature. 

"Thanksgiving for care" (three lessons, coming at Thanks- 
Illustration g ivin g time), taught through Miriam's song of 
of Themes thanksgiving, and the story of the widow's gift. 
in Graded "Thanksgiving for God's best Gift" (three 

Lessons lessons, coming at Christmas time), taught by 

stories of the Baby Jesus and the visit of the Wise Men. 

"Love shown by kindness," taught by the stories of the 
room built for Elisha and the sick boy, the story of Rebecca, 
David and a Lame Prince, the Shepherd and his sheep, and 
the Good Samaritan. 1 



lFull information regarding the course, together with description of the 
splendid helps provided for teachers and pupils, may be had from the Methodist 
Book Concern, New York, Cincinnati, or Chicago. 



72 ELEMENTARY WORKER AND HIS WORK 

II. The Lesson Prepared 

The lesson is the pivotal point of the Sunday-school ses- 
sion. It is this which more than anything else makes de- 
mands upon the earnest purpose discussed in connection 
The Lesson wlt ^ ^ e wor ^ °^ tne teacher. The Word of 
the Pivotal God to be imparted, and the children in need 
Point of of that Word ! Surely no one dare be careless 

Program or negligent in preparing the Word for 

engrafting. 

1. Lesson helps. Nothing can take the place of direct 
and original study of the Bible in beginning the preparation 
of a lesson. Valuable as lesson helps are, particularly in the 

new Graded Lessons, the teacher who uses them 
Original ^ as substitutes for personal, direct contact with 
Using Les- ^ e Word of God is crippling herself. The helps 
son Helps become crutches, and both teacher and class will 

be the losers. After the original study, it is legit- 
imate to look in as many other directions as possible for sug- 
gestions. No reversing of this order is permissible, however, 
if a teacher really wants to learn to teach and to do the hon- 
est, faithful work which deserves results. 

2. Steps in lesson preparation. Three simple steps out- 
line the teacher's preparation: 

(a) Study of the assigned lesson material 
A Plan ,. r . 

of Study for factS ' 

(b) A deeper study of the lesson material 

for its truths. 

(c) A plan for presenting the selected truth. 

Passing over the first two steps, which are self-explana- 
tory, a few hints may be given concerning the third 
step. 

A definite plan for teaching the lesson is essential. Its 
absence means lack of clearness in presentation, and lack of 
definite impression after the lesson is taught. One truth 
should be selected, and then the lesson plan best adapted to 
teach that truth be outlined. 



THE LESSON FOR THE BEGINNERS 73 

There are three parts to be considered in every lesson 
plan: 

(i) The introduction or approach to the lesson. 
(2) The presentation of the lesson. 
Lesson Plan ^ ^he conclusion of the lesson, or its signifi- 
cance to the pupils taught. 

III. The Lesson Presented 

Since the lesson presentation is the expression of the les- 
son plan, we may consider the three parts of the plan as 
they appear in the teaching of the lesson. 

1. The approach. While the whole program bears a 
part in making ready for the lesson, the introduction or ap- 
proach to the lesson is the specific preparation. After the 
truth has been selected, the teacher asks herself, ''What ex- 
perience of the children is like this truth?" This experience 
must be the starting point to lead the child into the new 

thought of the lesson. To illustrate, one of the 
Introduction themes in the Graded Lessons for Beginners is 
Experience "Thanksgiving for care." The first lesson under 

the theme is "A Song of Thanksgiving." The 
Scripture assigned is Exodus 13 : 15, or the song of Moses and 
of Miriam and the children of Israel. The Memory Verse 
embodying the truth to be taught is, "Let us sing unto the 
Lord." A suitable introduction would be a talk with the chil- 
dren about their singing when they are glad, or saying 
"Thank you" to those who do something for them. This 
will prepare the children for the lesson on thanking God, and 
will secure their attention through their interest. 

2. The development of the lesson story. The Bible 
material must be woven into story form for presentation. 
This involves the whole subject of story preparation, which 
is obviously too large for specific discussion here. The 
student is referred to the list of valuable books upon the 
subject mentioned in the Bibliography at the close of the 
chapter. It is possible in passing merely to note certain 



74 ELEMENTARY WORKER AND HIS WORK 

of the fundamentals in story work for very little chil- 
dren. 

The story for the little child must be largely the putting 
together of simple word pictures stripped of all cumbersome 

details, These pictures must be logically ar- 
Important ranged, proceed to a climax with the conclusion 
Story Con- immediately following. For a Beginner, the 
struction story must always deal with an action, and be 

told largely in terms of nouns and verbs, not 
adjectives or adverbs. 

Little children do not care for descriptions to any ex- 
tent, especially descriptions of thoughts and feelings. The 

simplest recital of the action suffices. The story 
Prominent which the child himself tells is a guide to what 

he enjoys hearing. It is a help to a teacher 
to listen to the story telling of a child and note especially 
what he omits. 

3. The conclusion. The most difficult part of the lesson 
is the conclusion. Perhaps one reason teachers feel the diffi- 
culty is that they attempt too much. They endeavor to make 
an application which is all too apt to be didactic. The chil- 
dren do not like to be told what they ought to do, directly, 

neither do they like moralizing. What then 
elusion not shall the conclusion be ? No two lessons call 
Didactic, for exactly the same ending. If the story has been 
Merely rightly told, the child already desires to imitate 

uggestive ^ act j on j t has described. The conclusion may 
show him how to do it, sometimes through a song, a word 
of prayer, the teacher's expression as to what she is going to 
do, or his own personal expression regarding it. Again, the 
conclusion may simply round the story out, so that the child 
will draw a long breath of satisfaction, and go home to live 
the action over in imagination, and finally work it out for 
himself. 



THE LESSON FOR THE BEGINNERS 75 

IV. The Lesson Emphasized 

i. Stories. In addition to the lesson story from the 
Stories from Bible, other stories may sometimes be used to 
Child's emphasize the thought, or to suggest its applica- 

Experience tion to the ^[1$$ d a jj y ijf e Not too many sto- 
ries, however, should be told in connection with one lesson. 

2. Pictures. Pictures may make the story more clear 
and real. The large pictures, prepared for use with the 

Graded Lessons, are particularly good. Other 
Pictures pictures may often be used to advantage. A 

wise teacher will be on the alert to gather pic- 
tures to use as she may require. 

3. Objects. Objects sometimes help to make the lesson 

more interesting, clear, and helpful, but they 
Objects should never be used in this period to teach 

Facts Clear trutn symbolically. They should only be used 

to make facts in the lesson more clearly under- 
stood. 

4. Songs. Songs can be selected that bear on the les- 
son. It is often helpful to have a song sung by the teacher 

during the telling of the story. Then the chil- 
inSong ^ ren ma y s * n £ together at the close a stanza 

which gathers up the thought of the lesson. 

5. Handwork. Handwork has been introduced into many 

schools. This term is used for any sort of manual work 

which the children can do that will emphasize the lesson. For 

instance, in the lesson mentioned from Exodus, the children 

might draw or paste pictures of things for which 
Expression they thank q q ^ e g ^ the sun> ^^ fl owerS , and 

Handwork birds. Where this work is done the children sit 
together in the circle while the lesson is taught, 
then arrange themselves for the handwork at its conclusion. 
In connection with each lesson in the graded series, sugges- 
tions for handwork are given, so that the teacher may have 
wise guidance in planning her work. 

7 



76 ELEMENTARY WORKER AND HIS WORK 

6. Dramatization. In kindergarten the children often 
play their stories. Children like to act whatever they are 
thinking about, and to do so helps them to understand it bet- 
ter. In one kindergarten in Chicago the teacher had told the 
story of the lost sheep. Later the children played the story. 
They made the fold of chairs. One child was the shepherd, 
another child was the wandering sheep, and the other chil- 
dren were the sheep who followed the shepherd 

the^Story safely back to the fold. When the shepherd real- 

ized that one sheep was missing he started out 
to hunt for it. He looked behind great rocks (chairs), and 
in all dangerous places until he found the lost sheep and took 
him home. Will those children ever forget that story? Cer- 
tainly, the child who took the part of the little lost sheep will 
not forget. In such a simple way the Beginners in Sunday- 
school may act out the story, or something relating to the 
lesson. 

7. Children's folders. In connection with the Graded 
Lessons, the child's folder emphasizes the lesson taught that 

day. Thus the lesson is carried into the home. 
P l rs" S ^ e more wa Y s i n which the lesson can be taught 

to the child, the more clear will be his under- 
standing of it. As many of the sense gates as possible should 
be used. The teacher must not be content with the ear gate 
alone. 

V. Results 

The lesson has its setting in the program. All that pre- 
cedes makes ready for it. All that follows empha- 

Bearing S Fruit s * zes **• Surely, if this is wisely done the Fath- 
er's message will find lodgment in the hearts 

of His little children, and under the Holy Spirit's nurture 

bear fruit in their lives. 



THE LESSON FOR THE BEGINNERS 77 

Lesson Outline: 

I. The Lesson Selected. 

i. The necessity of adaptation. 
2. The Graded Lessons. 
Length of course. 
Aim. 
II. The Lesson Prepared. 
i. Lesson helps. 
2. Steps in lesson preparation. 

(a) Study for facts. 

(b) Study for truths. 

(c) Study for lesson plan. 

(i) Introduction or approach. 

(2) Presentation. 

(3) Conclusion. 

III. The Lesson Presented. 

1. The approach. 

2. Development of the lesson story. 

3. Conclusion. 

IV. The Lesson Emphasized. 



I. 


Stories. 


2. 


Pictures. 


3- 


Objects. 


4- 


Songs. 


5- 


Handwork. 


6. 


Dramatization. 


7. 


Children's folders. 



V. Results. 

Bibliography: 

St. John, "Stories and Story Telling/' 
Bryant, "How to Tell Stories to Children." 
Houghton, "Telling Bible Stories." 
Brown, "How to Plan a Lesson." 
DuBois, "The Point of Contact in Teaching." 



78 ELEMENTARY WORKER AND HIS WORK 

Topic for Special Study: 

i. How to tell a story. 

Topics for Class Discussion: 

1. Why is it better to use Scripture material already 

adapted to the child than Scripture which needs 
adaptation before using? 

2. How large a knowledge of lesson facts does the 

teacher of a Beginners' class require? 

3. Why should only one truth be given in a lesson to 

little children? 

4. Give points of a good story. 

5. In what part of the lesson should the children be 

encouraged to talk? 

6. What handwork can Beginners do? 

7. What influence is most effective in leading the child 

to work out the lesson? 

8. How may a teacher become a good story teller? 



CHAPTER VII 
MUSIC FOR THE BEGINNERS' DEPARTMENT 

I. Music a Force in Life 

Baby Ralph was tempestuous one afternoon. Nothing 
suited him. His brow was troubled. He threw things and 
stamped his small foot. He was so cross that nearly every 
word came from the realm of tears. His aunt tried one way 
after another to turn the tide, but everything failed. Finally, 
going into the parlor, she sat down at the piano and softly 
began to play and sing. Soon she heard little feet pattering 
down the hall and became conscious of a baby 
of Music presence at the parlor door. Not daring to look 

around, lest she break the spell, she continued 
singing. Quietly the baby listened, then crossed the room and 
stood with cheek pressed against the window pane, absorbed 
in the music. As song followed song, the scowls gradually 
vanished till suddenly like a burst of sunshine the little face 
lighted up with a heavenly smile "as an angel dream passed 
o'er it." The baby was a sunbeam the rest of the day. The 
demon had been vanquished by the angel of music. 

The power of music from an aesthetic standpoint has long 
been recognized, but modern experiment is revealing the fact 
that music influences in far more potent ways than the mere 
giving of delight. It touches the soul at its center and affects 
thought, feeling, and will. Many a fine, right decision has 
been made under the power of song, and many a temptation 
has been triumphant through the intoxicating witchery of 
seductive music. Few people are insensible to its effect, and 

79 7 



80 ELEMENTARY WORKER AND HIS WORK 

these unresponsive folk are rarely little children. Almost 
invariably they love music and respond to whatever it sug- 
gests. So deeply does it enter their souls that the songs of 
childhood are remembered when formal instruction is for- 
gotten. These songs help to form ideals and to rouse am- 
bition. They also greatly influence the musical taste of later 

years. A little child familiar with the best in 
Necessity of . • o •» 

Good Music mu sic can not as a man enjoy even Sunday- 
school ragtime. The high-class religious music 
of a good Sunday-school may be the only elevating music 
which many of the children hear. The only gospel message 
ever spoken in some homes is that which falls unconsciously 
from childish lips as they sing the Sunday-school hymns. 
Considered from any standpoint whatever, aesthetic, inspira- 
tional, educational, or religious, the deduction is the same: 
only the best music is worthy a place in the Sunday-school. 

II. Music in the Beginners' Department 

i. The selection of songs. Two things must be con- 
sidered in the selection of songs for the Beginners' Depart- 
ment: First, the purpose for which the song is desired; and 
second, the worth of the song. 

(a) The purpose of the song. The question, "What song 
shall I teach my class?" is largely dependent upon the ques- 
tion, "What use do I want to make of the song?" We have 
many uses for songs in the Beginners' Department. There are 
the greeting and goodbye songs, songs of welcome, birthday, 
and cradle roll songs. There are also the songs 
Songs °f ^ e seasons an d special days, such as nature 

songs, songs for Thanksgiving, Christmas, and 
Easter. There are the worship songs of praise and prayer, 
and there are songs for teaching some special Bible truth 
other than these already suggested. The wise teacher will 
try to keep a right proportion among these different types of 
songs, not having too many of one sort and too few of an- 
other. 

7 



MUSIC FOR BEGINNERS' DEPARTMENT 81 

(b) The worth of the song. The words of the song must 
answer satisfactorily the searching questions : Is the thought 
Words °^ t * ie son & desirable for little children? Is the 

thought well expressed? Is the language sim- 
ple, such as a child would appreciate? Is the poetry good? 
Is it worth remembering? 

The music also must be tested by the question : Is it good 
from the standpoint of composition? Does the music ex- 
press the thought of the words? Is the range right for the 
children's voices? Is the song written in the proper register? 
Music There is a diversity of opinion upon this matter 

of register in the voices of little children, some 
advocating music written for high tones, others that written 
for low. Neither extreme is desirable. The music should lie 
between the high and the low, and include few tones with 
simplest harmony. 

The following words as set to music by Reinecke ("Car- 
ols") fulfill all the conditions laid down for Beginners' songs: 

"Jesus loves the little children, 

For He said one day : 
Let the children come unto Me, 
Keep them not away. 

"There are many little children 
Who have never heard 
Of His love and tender kindness, 
Of His holy w r ord. 

"I would tell these little children 
If they all could hear, 
How He spoke to His disciples 
With the children near." 

2. The teaching of songs. The children should become 
familiar with the music of a song by hearing it played fre- 



82 ELEMENTARY WORKER AND HIS WORK 

quently, as, for instance, at the opening of Sunday-school, or 
while they are putting on their wraps. In this way they will 
unconsciously absorb the music. The thought of the song 

should be given before teaching the exact words, 
the Music This can be done in an informal talk or by story 

or pictures. 
When the thought has become the children's own, grad- 
ually introduce the exact poetic expression. Then sing the 

song to the children, while they listen. This is 
Thought a g rea t help to accuracy. Do not attempt to 

Words have the children sing the words with the music 

at first. They may hum the tune a few times, 
then after the tune and words are both familiar they may 
put them together. 

Teaching songs is slow work in a Beginners' Department, 

even if those selected be simple. Therefore, too 
Learning many songs should not be attempted. It is bet- 
Thoroughly ter t0 nave a ^ ew songs carefully chosen, wisely 

taught, and thoroughly learned. Children love 
the songs they know, and never tire of singing them. 

In teaching prayer songs it is best to use merely the words 
as a spoken prayer week after week, until the children know 
it without any drilling. Then they may sing the prayer. 

3. The singing of songs. Children's voices are small 
and should not be strained. The children should be encour- 
aged to sing softly. Loud singing will strain the vocal chords 
and impair the voice for later years. Harshness also hurts 

the vocal chords. To avoid this, and to produce 
Voice 1 n t ^ le P ro P er results, the children must sing with 

what may be termed "a smiling voice." This can 
be secured by making the singing attractive and enjoyable 
to them. Many a sweet child voice might have been saved 
to bless the world if parents and teachers had been less solici- 
tous for noise and more careful to secure this high, soft, smil- 
ing voice. 

4. Accompanying and leading. A good piano is the 



MUSIC FOR BEGINNERS' DEPARTMENT 83 

best instrument to accompany children's voices. In lieu of 
p . this a violin is very effective. Where these can 

not be had a baby organ may be used. The in- 
strument must lead but not drown the children's voices. Its 
tones must be distinct, but not loud. 

The price of a good accompanist for a Beginners' De- 
partment is "above rubies." She must be in sym- 
The 

Accompanist P atn y w ^ n tne children. She must play the words 
of the songs. If she does this, her playing will be 
expressive and the singing will be good. 

The leader must have a voice which will lead but not 
overpower the children's voices. A voice which might be 
splendid for leading a big school might be unsuitable for the 
The Leader tm ^ y so ^ v °i ces of little children. Beating time 
is altogether out of place in a Beginners' De- 
partment. The leader should make only such gestures as she 
desires the children to imitate. 

III. Motion Songs 

The children in the Beginners' Department are both imi- 
tative and rhythmic, and it is natural to express feeling 
through the body. This does not imply, however, that they 
are to be drilled in all sorts of mechanical motions to be per- 
formed at intervals in a song. The value of motions to the 
child lies largely in their spontaneity. When the motion ex- 
presses something which the child desires to ex- 
Children press, it has justification. No child ever felt any 

and imitative i rres i s tible impulse to cross his arms upon his 
breast to indicate prayer, when he sang a prayer 
song, or to extend a finger toward the sky when he sang the 
name of his Heavenly Father. He will naturally want to ex- 
press through his body, in a song, only those things he imi- 
tates elsewhere. He copies movements about him and he 
may like to imitate those movements, when they are suggested 
by a song. But only when he feels the desire and gives it his 
own natural expression, is it of value to him. There is danger, 

7 



84 ELEMENTARY WORKER AND HIS WORK 

however, that the child may be so absorbed in making the 
motion as to lose the thought which is back of it, if he tries 
to sing and go through the motion at the same time. Mo- 
tions can be very helpfully used in teaching the 

Points to be SO ng, and the children enjoy making them, as the 
Guarded in . . , , . 

Motion Songs teacner sings the song or the instrument plays it. 

When, however, the song is sung by the children, 

the use of motions must be carefully guarded both for their 

effect upon the voice, while singing, and for the sake of the 

impression desired from the words. 

IV. Instrumental Music 

Music other than the songs is needed in the Beginners' De- 
partment. Soft music for quieting, and clear, distinct music, 
with marked rhythm, for marching, have a neces- 
BestCom- sar y pj ace> The V ery best music may be chosen 
Chosen ^ or tnese purposes, since children can feel the in- 

fluence of rich harmony and beautiful tones, when 
they can not at all comprehend it intellectually. Such masters 
as Mozart, Beethoven, Hayden, Schubert, and Rubenstein 
have messages for the emotions, if not the intellect, of even 
a little child. 

V. Sources of Good Music for Beginners' Depart- 

ments 

Every Beginners' teacher, as has already been suggested, 
should make her own song book, if she desires the best. 
Songs culled from different sources will, in time, make a valu- 
able collection of children's music. New books of varying de- 
grees of excellence are constantly appearing, and a complete 
list of even the best is well-nigh impossible to give. 

The following books, however, are suggested as illustrat- 
ing high standards in children's music, by which other col- 
lections may be judged : 

Songs for Little People Frances W. Danielson 

Song Stories for the Sunday School. . .Mildred and Patty Hill 



MUSIC FOR BEGINNERS' DEPARTMENT 85 

Childhood Songs Mabel and Myra Rowland 

Carols Leyda and Burgener 

Lesson Outline: 

I. Music a Force in Life. 
II. Music in the Beginners' Department. 

1. The selection of songs. 

(a) The purpose of the song. 

(b) The worth of the song. 

2. The teaching of songs. 

3. The singing of songs. 

4. Accompanying and leading. 

III. Motion Songs. 

IV. Instrumental Music. 

V. Sources of Good Music for Beginners' Department. 

Bibliography: 

Howard, "The Child Voice." 

Topics for Special Study: 

1. The effect of music upon a child. 

2. Critical study of certain selected songs for children. 

Topics for Class Discussion: 

1. What themes are not suitable for Beginners' songs? 

2. How often should a new song be taught little chil- 

dren? 

3. How should a new song be taught? 

4. What points should be guarded in the use of mo- 

tion songs? 

5. How may motion songs be helpfully used? 

6. What qualities should the leader of singing in the 

Beginners' Department possess? 

7. What is the danger to a child voice in overstraining? 

8. Why is the best music needed in a Beginners' De- 

partment ? 

7 



CHAPTER VIII 
SPECIAL OCCASIONS 

There are certain days which stand out from all others, 
such as Church days and National days. These come with 
special interests, each bringing its own message and its pe- 
culiar opportunity. 

I. Why Should the Sunday-school be Concerned 

with These Special Occasions? 

The Church days stand for great facts and truths of 
Church Days Christianity, as Christmas for the birth of our 

Lord, and Easter for His glorious resurrection. 
The National days recall the significant dealings of God 
with our Nation; either directly, as Thanksgiving Day, or in- 
directly, through commemorating the anniversaries of men 
whom He raised up to lead us. All these days hold common 
interest for people, and any day of common interest comes 

with a special opportunity. To use this common 
Days interest, make strong "the tie that binds." Such 

interest contributes to unity in the school, unity 
between the teacher and pupil, and unity between the home 
and the school. It increases the interest of both children and 
parents in the Sunday-school. It helps the spirit of the school 
and promotes fellowship. It seizes an immediate interest, 
and turns it to account for God. 

II. Which Special Occasions are Valuable to the 

Sunday-school? 

They are of two sorts : those celebrated on Sunday and 
those which call for a gathering on a week day. 

86 7 



SPECIAL OCCASIONS 87 

1. Sunday Celebrations. These usually occupy the reg- 
ular hour of the Sunday-school. Briefly mentioned they in- 
clude : 

(a) Rally Day. Many schools are somewhat depleted dur- 
ing the summer months. Rally Day is observed, as its name 
indicates, to rally the Sunday-school forces, to awaken the 
Church to the opportunity and significance of the school, and 
to inaugurate vigorous work again. This day is observed in 
the early fall, the exact date depending upon the time when 
the majority of the members of any particular Sunday-school 
return from their summer vacations — from the first of Sep- 
tember to the last of October. 

(b) Thanksgiving. The Sunday immediately preceding or 
following Thanksgiving Day is fittingly observed in Sunday- 
school as a time of thanksgiving. 

(c) Christmas. The Sunday preceding or following Christ- 
mas Day should certainly be a time for remembering the day 
our Lord was born in Bethlehem. 

(d) Promotion Day. Some schools have their Promotion 
Day the last Sunday of the calendar year. Others use the last 
Sunday before the vacation period, and still others the opening 
Sunday of the fall session. With the adoption of the Graded 
Lessons, promotion will naturally come at the end of the year's 
work. 

(e) Easter Sunday. Easter Sunday should stand out in 
the thoughts of the children not as the day for new hats and 
dresses, but as the greatest day of the Christian Church — the 
day of our Lord's resurrection. 

(f) Children's Day. Children's Day, usually observed in 
June, has no such historic roots as Christmas and Easter, and 
yet may be made significant in recalling Jesus' relation to the 
children, both as he invited them to come to him (Mark 
10: 14) and as they sang his praises (Matthew 21 : 15, 16). 

(g) National Days. The Sunday nearest to such National 
days as Memorial Day, Independence Day, or Washington's 
birthday may be fittingly made of special significance in the 



88 ELEMENTARY WORKER AND HIS WORK 

Sunday-school, thus teaching Christian courage and patriotism, 
and recalling God's wonderful dealings with our Nation. 

2. Week-day Celebrations. These usually partake more 
of a social nature and mean much in binding teacher and pupil 
together, and in interesting the parents. Generally speaking, 
they are the parties and picnics. There may be 
Picnics a P art y during Rally Week, a Thanksgiving party, 

a Christmas entertainment, an Easter party, and 
picnics in the summer. Some Sunday-schools have held a 
Thanksgiving service of worship on the morning of Thanks- 
giving Day or on the afternoon previous. 

III. How Observe These Special Occasions? 

i. General Suggestions. It is profitable to have the whole 
Sunday-school meet together on some of these occasions. The 
Beginners are dear just to look at, and may be seated on or 
near the platform among the decorations, for they 
Pr ^ram" 2 certainly are decorative. But they must not be 
forgotten in arranging the program. While indi- 
vidual recitations by the little ones or exercises which will 
make them self-conscious are not to be advocated, the pro- 
gram should be interesting to them. A song from the Begin- 
ners' Department as a whole would be a delightful addition to 
the program and avoid the danger to the child from unwise 
people who say, "You were just too cunning for anything." 

These special days in the school should be educational and 
inspirational. The program should always emphasize the mes- 
sage of the day; as for example, the Christmas exercises joy- 
Educational fu ^y proclaiming the birth of Jesus. The pro- 
and in- gram should not center around Santa Claus when 

spirational held on Sunday in the church. The question 
Features should ever be how to make the day meaningful. 

Appropriate songs and stories are helpful in answering the 
question. The program must be full of life and interest, with 
sufficient variety to make weariness impossible. 

Special effort should be made to have every pupil present 



SPECIAL OCCASIONS 89 

on these occasions. Let them all know of the event, and have 
the joy of anticipation and preparation. Effort should also 
be made to have the parents present at these times. They 

should receive invitations of some sort, written 
to Parents or verbal, and should be made welcome when they 

come. Enlisting the mother's help will make the 
affair more successful. Sometimes it is better to let the 
Beginners celebrate by themselves in their own room. 

2. Specific Suggestions. 

(a) For Religious Services. On Rally Day it is well to 

have all the school together, each department showing in some 

way how it has rallied. This is an occasion when there is in- 

-, . „ . spiration in numbers. Preparation should be 
Entire School . . . . . t f . 

Together made for it, aiming toward the presence of every 

member of every department of the school, from 
the Cradle Roll to the Home Department. Attractive invita- 
tions should be sent out, and in other ways the occasion should 
be thoroughly advertised. The work of The Board of Sunday 
Schools should be presented on Rally Day and an offering 
taken. The Board provides an attractive Rally Day program 
which should be used wherever possible. 

Thanksgiving should be a season not only for recalling 
God's mercies and offering thanks, but also showing thanks 
by helping those less fortunate. Like most of the special days, 

it requires preparation for at least two or three 
Offering weeks in advance. The children should know 

definitely what is to be done with the Thank- 
offering, that they may give and work intelligently. Every 
child as far as possible should have an individual part in the 
gifts. Even in a Mission Sunday-school each Beginner could 
bring at least a potato, to help make a Thanksgiving dinner 
for some needy family. A Thanksgiving program for the Be- 
ginners' Department should include an enumeration of things 
for which they are thankful : Thanksgiving prayers, songs, 
Bible verses, and a Thanksgiving story. 



go ELEMENTARY WORKER AND HIS WORK 

The Christmas season should be pervaded by the spirit of 
love and giving. A giving Christmas brings the deepest joy, 
for it is the Christlike Christmas. Definite plans should be 
. made for its celebration in this way, even with 

Christmas t ^ ie smallest children. The Beginners may bring 
toys for the children in some hospital or orphan- 
age or home of poverty. Let the object of their gifts be 
something in which they will have a natural and definite in- 
terest, not some abstraction like "the poor" or "missions." 
The Christmas program should be of the choicest. Nothing 
is better than the Christmas story in song, Scripture, and pic- 
ture. If the pictures and music are wisely selected, the Bible 
verses distinctly given, the songs well rendered, and the whole 
program carefully arranged and conducted, a spirit of rever- 
ence and inspiration will come to all, even the older ones, 
who may be present. 

The same is true of the Easter program. It, like the 
Christmas program, should be vital with its message. The 
service should be significant, beautiful, worship- 
Message frd' anc * inspirational. Its setting in the church 
auditorium with flowers and music and happy 
faces will help the children to catch the spirit of the day. 

Promotion Day is one of the occasions when it is well for 

the whole school to be together. In some formal way a class 

should be promoted from each department into the next. In 

_ . succeeding departments some definite work may 

Promotion , 1 ' ^ 

Exercises be required for promotion, but Beginners can 

scarcely be required to commit anything to mem- 
ory, unless it be a few very simple Bible verses. These the 
children may recite, and this, with a song, will suffice for 
their part of the program. 

(b) For Social Festivities. Children's parties are a source 
of delight, if well managed. Care should be taken that these 
little people know the exact time of the party. It is always 
better to have a written invitation, as details are so hard to 
remember at this age. The invitations may be made attractive 



SPECIAL OCCASIONS 91 

with children's faces or stenciled figures, and the effort re- 
quired to prepare them is well repaid. The program may be 
very simple. Plenty of games, for children tire of same- 
Parties ness; songs and a story, preferably one appro- 
priate to the season or special occasion, and 
simple refreshments will fill the afternoon delightfully. This 
latter point of refreshments is important from the children's 
standpoint. At a children's party, when the children were 
playing games and having a good time together, one little 
girl whispered in her teacher's ear, "When's going to be the 
party?" "Why, this is the party, dear," replied the teacher; 
"Are n't you having a beautiful time ?" "Yes, but when 's 
going to be the party?" To her the party and the refresh- 
ments were synonymous terms, and she is not alone in her 
conception. 

The Beginners should have their social gatherings by them- 
selves, and not with other departments of the school, else 
the purpose of the occasion is defeated. A picnic for the 
Picnics whole school is very well, but the little people 

need picnics of their own in addition. Of course, 
the mothers should be invited, and it is both wise and help- 
ful to use their assistance as much as possible. Mothers, 
teachers, and children can have a beautiful time together in 
"God's out-of-doors." Freedom and food are the two require- 
ments. The children get so hungry playing. They may need 
direction in their play, but if they can go where they can 
pick flowers — particularly the little city children, who rarely 
see a flower growing — no further entertainment is needed. 

All of these things take time, but anything worth while 

Goal of Effort ta ^ es time, and all these help to win the little 

children for Jesus Christ. They are worth all 

it costs, and He is worthy of our best and greatest effort. 

(Some suggestive programs for special occasions may be 
found in the Appendix.) 



92 ELEMENTARY WORKER AND HIS WORK 

Lesson Outline: 

I. Why Celebrate Special Occasions? 
Great lessons. 
Value of a common interest. 

II. Which Special Occasions are Valuable? 
i. Sunday Celebrations. 

(a) Rally Day. 

(b) Thanksgiving. 

(c) Christmas. 

(d) Promotion Day. 

(e) Easter. 

(f) Children's Day. 

(g) National Days. 

2. Week-day Celebrations. 

III. How Observe These Special Occasions? 
i. General Suggestions. 
2. Specific suggestions. 

(a) Religious. 

(b) Social. 

Bibliography: 

Curtis : "White Gifts for the King." 

Topics for Advanced Study: 

i. Social means in religious work. 

2. Christ and the Christmas program. 

Questions for Class. Discussion: 

1. Why have special occasions in Sunday-school? 

2. Name several days worth observing in Sunday- 

school. 

3. When and why should the whole Sunday-school meet 

together? 



SPECIAL OCCASIONS 93 

4. How can the special days be made meaningful? 

5. How may Christ come to His own at Christmas 

time? 

6. Why have Sunday-school parties? 

7. Should parties for little children be held in their 

Sunday-school room? 

8. What points must be guarded in having Beginners 

take part in a public program? 



CHAPTER IX 
HOME CO-OPERATION 

I. Value of Home Co-operation 

In Sunday-school work much depends upon the attitude 
of the home toward the Sunday-school. If this attitude be un- 
friendly the teacher will find her work checked, or even coun- 
teracted at many a point. If the attitude be one 
indifference Q £ mere indifference, the children are apt to be 

or 

Antagonism tar dy an d irregular in attendance at Sunday- 
school. If it be one of antagonism, the children 
will be discouraged from attending, or even forbidden to go. 
Any of these conditions lessen the interest of the pupil in 
the school and also in the lesson, and render the work of the 
teacher much more difficult. 

If, on the other hand, the home is friendly to the Sunday- 
school, the teacher's work becomes easier and more satis- 
factory. There may be different degrees of friendliness, how- 
^ ever. The first degree only lessens the number 

Friendliness °^ harriers in the way of the pupil's attendance. 
The second degree of friendliness removes the 
barriers altogether. The third degree means the encourage- 
ment of the teacher and sympathy with her desires, at least 
in the outward things of regular attendance and general wel- 
fare of the school. The fourth degree of friendliness means 
real co-operation and desire to aid the teacher in every way. 
Yet the teacher's work is not necessarily a failure, if the 
home does not co-operate. Many splendid teachers have 
achieved great things single-handed and alone, but the work is 
greatly augmented by the co-operation of the home, and bet- 
ter results can be expected. It should be the definite aim, 

94 T 



HOME CO-OPERATION 95 

therefore, of every Sunday-school to gain the co-operation of 
the home. 

II. How to Secure Home Co-operation 

1. Through the entrance of the Sunday-school into 
the Home. 

(a) Means. A Sunday-school can not gain the co-opera- 
tion of the home unless it send its messengers and messages 
into the home. Of these messengers no one counts for so 

much as the teacher herself. A call helps her to 
The Teacher k now fa c children as she can in no other way, 

Calling xn *" 

the Home an( * it means more to the home than possibly she 
realizes. One requisite for gaining the sympathy 
of the mother is to meet her on her own plane, and always 
sympathetically. The teacher must try to see life from each 
mother's point of view, in order to be able to give the mother 
later her own viewpoint. The mother will judge this view- 
point not so much by what the teacher says as by what she 
sees the teacher to be. 

When the teacher of the Beginners' class can not go her- 
self into the home, she may be able to send a 
f substitute — one of her assistants, or the Sunday- 

Substitute school Visitor. The call of the Cradle Roll Su- 
perintendent or the Home Department Visitor 
can do much to stimulate home co-operation. 

The children themselves make splendid messengers from 
the Sunday-school to the home, taking flowers to the sick 

...,_, and papers to the absent. Letters, cards, and pa- 

Childrenas « . e « ~ t . « 

Messengers P ers bearing messages from the Sunday-school 

may be used to strengthen the cable that binds 

the home to the school. Any attention shown to the children 

will arouse the interest of the parents. 

(b) Occasions for entering the Home. (1) When new 
New Pupils pupils enter the Sunday-school the parents should 

know by some means that they are welcomed. A 
cordial note with the enrollment blank enclosed, in the case 

7 



96 ELEMENTARY WORKER AND HIS WORK 

of the Beginner, will be greatly appreciated by the father and 
mother. Yet even this will not have the value of an imme- 
diate call by the teacher. 

(2) Absent pupils should always be sought after, to learn 
the cause of absence, and if possible to hasten the return. A 
personal letter to the child, telling him he was missed and 
Absentees assuring him of a welcome upon his return, will 

be prized beyond words by both the child and his 
parents. This may be used after an absence of one Sunday. 
In case of two consecutive absences a call should be made. 
Enough personal interest should be shown in the child to see 
that he receives his Sunday-school papers during absence, 
either through the mail or by messenger. 

(3) Times of trouble in the home furnish the Sunday- 
school an especially favorable opportunity for entering the 
home. A call, a flower, or a card may comfort a sick child 

or a sad mother. Further, the Sunday-school 
Trouble should stand ready to render any practical as- 

sistance possible to those in trouble. Food and 
clothing may be tactfully provided in cases of need. Employ- 
ment may be sought for the father or mother. Medical aid 
may be furnished, and in cases of sorrow and death, help and 
comfort may be given. Any need in the home is the Church's 
opportunity to be neighbor and thus most effectively show the 
spirit of her Lord. 

Times of Joy (4) Times of joy afford as valuable opportu- 

nity for the Sunday-school to enter the home as 
times of sorrow. 

(5) The child's birthday is a peculiarly favorable time to 
Birthdays touch the home by some personal attention to the 
child, even though it be slight. The birthday let- 
ter never loses its charm for the child, nor its potency over 
the parent heart. 

New Baby (6) The arrival of a new baby in the home 

of a Sunday-school pupil is a splendid opportu- 
nity for a call from both the Superintendent of the Cradle 



HOME CO-OPERATION 97 

Roll and the older child's teacher. It not only will gain the 
baby's name for the Cradle Roll, but it helps to bind that 
home more securely to the school. 

2. Through the entrance of the Home into the Sun- 
day-school. This includes not only securing the presence of 
the parents in the sessions of the Sunday-school itself, but 
also their attendance upon other gatherings held under the 
auspices of the Sunday-school or in connection with it. 

(a) Invitations to the Services. Frequent invitations 
should be extended to the parents to come to the Sunday- 
school and other regular services of the Church. They should 

be made to feel that they are always welcome, 
Church an d tne teacher should make a particular point 

of greeting them when they do accept the invi- 
tation and come. They should always be invited on any spe- 
cial occasion, such as Rally Day, Christmas, and Easter, and 
to the picnics and parties as well. 

(b) Mothers* Class. A mothers' class is a help in bring- 

ing mothers to Sunday-school with their children. 
Mothers in j n ^ clasg the pro bi ems f t h e home are dis- 

school cussed, and the hour is not only profitable but 

most interesting as well. This class should al- 
ways be led by a mother. 

(c) Mothers' and Parents' Meetings. Mothers' meetings 
once a month, or even less frequently, are both delightful and 

_ . , of real practical help to mothers. Occasionally 

Special . 

Meetings ^ 1S we ^ to varv these with a parents meeting, 
held in the evening, to enable the fathers to come. 
A suggestive program for such a meeting may be found in the 
Appendix. 

(d) Parents' Service. The parents' interest and co-opera- 
. tion is always assured when they are persuaded 

Parents *° undertake some work for the Sunday-school. 

The work may be helping during the Sunday- 
school session or in the parents' meeting or upon some special 

„ 7 



98 ELEMENTARY WORKER AND HIS WORK 

occasion. What is done matters less than the fact of the do- 
ing, for interest always accompanies service. 

The real secret of gaining the co-operation of the home, 
however, lies not in method but in the teacher's ability to be 
a friend. As she proves herself to be such, she will have the 
co-operation of the home. It will require time 
a Friend an< ^ effort, real sympathy, and tact ; but ulti- 

mately she will win. She must not obtrude her 
views where they will antagonize; but she can live her re- 
ligion, and life tells. 

Miss Allen had often called at a certain home, since she 
had two of the children in her kindergarten and Sunday- 
school. She had tried to be a friend to the mother, but had 
never had any distinctly religious talk with her. Early one 
morning little Dora came to Miss Allen's home. She was 
crying, and could only say, "The baby's dead, and mamma 
wants Miss Allen. ,, As the teacher hurried into the home 
the mother threw her arms around the teacher, saying : "O ! 
Miss Allen! God had to take away my baby to make me 
think." Then and there the mother pledged her life to God, 
and not long after joined the Church and proved her loyalty 
to Christ in many ways. Why had she not sent for the minis- 
ter? Why had she not turned to neighbors or relatives in her 
grief? Why did she at once send for the teacher? Because 
that teacher had proved herself a friend, and the mother knew 
that she best could comfort her in her hour of need and help 
her to know God. 

Lesson Outline: 

I. Value of Home Co-operation. 
II. How to Secure Home Co-operation. 

i. Through the Entrance of the Sunday-school into 
the Home, 
(a) Means : 

Personal calls. 

Messengers. 

Messages. 



HOME CO-OPERATION 99 

(b) Occasions : 

Entrance of new pupils. 
Absences. 
Times of trouble. 
Times of joy. 
2. Through the Entrance of the Home into the Sun- 
day-school. 

(a) Invitations to Regular Services. 

(b) Mothers' Class. 

(c) Mothers' and Parents' Meetings. 

(d) Parents' Service to the Sunday-school 

Bibliography: 

Chapman: "The Moral Problem of the Children." 

Periodicals: 

"The Child Welfare Magazine," Philadelphia, T>a. 
"Kindergarten Primary Magazine," Manistee, Mich. 
"Kindergarten Review," Springfield, Mass. 

Topics for Special Study: 

1. Reasons for the lack of interest in the Sunday-school 

on the part of the home. 

2. Practical plans for enlisting the co-operation of the 

parents. 

Topics for Class Discussion: 

i. Of what value is home co-operation? 

2. What can a Sunday-school teacher accomplish by a 

visit in the pupils' homes? 

3. By what other means can the Sunday-school get into 

the homes? 

4. What special occasions furnish opportunity for spe- 

cial touch upon the homes ? 

5. How may parents be brought to the Church? 

6. What is the secret of winning home co-operation? 



CHAPTER X 
THE RELIGIOUS LIFE OF LITTLE CHILDREN 

I. Religious Instincts and Inclinations 

The child is naturally religious. By this we mean he has 
a capacity for God, unconsciously reaches out after God, 
and will never be satisfied until he finds Him. As Augustine 
said, "Thou hast made us for Thyself, and our soul is rest- 
less until it rests in Thee." There is in every 
Religious child that dormant possibility of a spiritual life 
which, when touched by the Spirit of God, will 
burst into life and grow into the Divine Image as it is nour- 
ished day by day. The child has an interest in spiritual 
things which, though not manifested as the adult would mani- 
fest it, is vital and real. 

The child comes to us innocent, but with tendencies toward 
both good and evil. He will not inevitably do right, even in 
the best environment. We are largely responsible 
Tendencies £ Qr ^{ s wr ong-doing, however. We induce much 
Toward Good ,...,, r , . 

and Evil t" at 1S evl * ^ our wron g treatment of him and 

by our unchristlike living. Accordingly it be- 
comes easy for him to do wrong, and often hard for him to 
do right. 

How are little children religious? They do not sit for 
hours poring over the Bible. They are not solemn, if healthy. 
Prayer-meetings do not interest them. But listen to their 
questions concerning life and nature about them, even con- 
cerning death and the hereafter. They touch the deep things 
of philosophy and theology in their questions — things that you 

ioo 7 



RELIGIOUS LIFE OF LITTLE CHILDREN 101 

and I can not answer. Helen was five years old. She had 

enjoyed her geranium plant very much, but at last it withered 

and died. "Mother, where is my geranium plant ?" "Why," 

said the mother, "it died and you know we set it 

am esta- d own cellar, because it is n't pretty to look at 
tionsof „ „__ , _ , . 

Religious now. No, mother; I mean, where is my ge- 

Interests ranium now?" She was not questioning con- 

cerning the withered stock, but concerning the 
life of the plant. Watch the children's faces as they try to 
fathom life's mysteries, or as something beautiful appeals to 
them. The Spirit of God is stirring the heart and inspiring 
the thoughts. 

We have already seen that trust, reverence, love, and sin- 
cerity are characteristics of little children; that their curiosity 
makes them hungry to know about life, and how things come 
to be; that they look to some one greater and 
Elements of s t ron g er than themselves for provision, protec- 

Rehgious . fe t . , ■ 11 r i 

Life tion, and guidance. Are not all of these essen- 

tial elements of religious life? Were not these 

some of the characteristics that Jesus had in mind when He 

said, "Except ye become as little children, ye shall in no wise 

enter the Kingdom?" 

To a scribe — a man familiar with all the law, a teacher 

to whom men looked up in religious affairs — Jesus said, "Thou 

art not far from the Kingdom of God" (Mark 12:34). But 
of the children Jesus said, "Of such is the King- 

jesus dom Q £ h eaven# " "Their angels do always behold 

Statements <•■»*- t-» * « -r- -r 11 1 r 

Concerning we * ace °* My Father. For Jesus thought of 
Children little children read the following passages : Mat- 

thew 18: 1-14; 21 : 15, 16; Mark 10: 13-16. These 
statements of the Master are the warrant, according to Meth- 
odist authorities, for the declaration of the Methodist Disci- 
pline concerning the spiritual status of the child. "We hold 
that all children by virtue of the unconditional benefits of 
the atonement are members of the Kingdom of God." 



102 ELEMENTARY WORKER AND HIS WORK 

II. Fostering the Religious Instincts of Children 

These religious instincts must be fostered if they are to 

grow and bear fruit. Neglect will distort, dwarf, 
Importance Qr km j n the sp } r } tua i realm as truly as in the 
of Fostering , • , , T r . , , 

Religious physical. We recognize the importance of caring 
instinct* for the bodies and minds of the children, but too 
often the spiritual nature is neglected. How shall 
we foster the religious instincts of children? 

i. By Creating the Right Atmosphere. "Atmosphere is 
a condition of life and growth." (W. A. Brown.) Because 
childhood is the time of impression and absorption, the soul 
of a little child is easily touched for good or 
The Effect of eyiL We haye spoken of the effect of e nviron- 
Atmosphere 
on Spiritual ment > °* the power of the teacher s personality, 

Life of the influence of music, and the appeal of the 

beautiful to the little child. All these help to 
create atmosphere which does so much toward the nurturing 
of his religious life. As his physical life is dependent for 
proper growth upon air and sunshine, so his spiritual life 
needs the sunshine of sympathy for its growth. The lives of 
those about the child constitute one of the most important 
parts of his environment. They help to form his standards 
as he watches and imitates them. A most serious question 
therefore is, "Are those whom the child sees day by day help- 
ing to create the atmosphere that shall minister to his life 
and growth in spiritual things?'' 

The Sunday-school and the Church service should definitely 
contribute to this nurturing atmosphere. The little child will 

not comprehend the sermon, and probably will un- 
The Church , f ,. , , • e , • ™ i 

Service derstand little or nothing of the entire Church 

service, and yet he may obtain lasting impressions 

from the service. In its last analysis the greatest thing which 

the Sunday-school can give to a little child is a Christ-charged 

atmosphere. 

2. Instruction. Aside from the right atmosphere, the 

child needs instruction. It is natural and easy for a little 

7 



RELIGIOUS LIFE OF LITTLE CHILDREN 103 

child to love the Heavenly Father, but he can not find his 
way to God alone. Born with a capacity for God, and with 
a longing for the Infinite that never can find satisfaction else- 
where, he is not born with a knowledge of God. 

Child to thC H ° W Sha11 he knOW Him? Throu S h the centu " 
Know God r * es God has been trying to reveal Himself to 
men, since they could not by their own efforts 
know and understand Him. Such revelation of His as we 
possess should be shared with the wondering child, who finds 
himself in a world full of mystery, which can only be under- 
stood through faith in God. 

As food is necessary for the development of the physical 
life, so it is equally necessary for the spiritual life. Truth 
is the food for the souls of men. "As new-born babes desire 
the sincere milk of the Word, that ye may grow thereby." 

"The Bread that comes from Heaven needs finest breaking, 

Remember this, 
All ye who offer for the children's taking, 

Nor give amiss. 
The desert manna, like to coriander 

With honey taste, 
Was gathered at the word of the commander 

With cautious haste. 
A small round thing, and not in loaves for eating, 

The manna fell. 
Each day the wondrous miracle repeating, 

As records tell. 

So make it small — this Bread of God, life giving, — 

The child is small, 
Unskilled in all the strange, great art of living, 

Which baffles all. 
Be mindful of the little ones, and feed them 

With living bread; 
But break it for them, as you gently lead them 

To Christ, the Head. 
With skill and pains and loving forethought tender, 

Provide the fare. 
Remember that their powers at best are slender, 

For whom you care. 

7 



104 ELEMENTARY WORKER AND HIS WORK 

Young souls, immortal, claim your constant tending; 

To these be true. 
Be sure to give the Bread from Heaven descending, 

Naught else will do. 
Mix not with earthly things which cause distraction, 

This bread divine, 
The Word itself has infinite attraction, 

So break it fine. 
Nor let them lose for any selfish reason 

Their measure due; 
Remember, for their portion in due season 

They look to you." (Julia H. Johnston.) 

How shall the instruction be given that will thus foster 

the religious life? Much of it informally, by the way, as the 

child is interested in nature and the happenings of life. It is 

easy to lead his thoughts from the beauty of the 
Informal n . 

Instruction nower to the God who made it. Stories, songs, 

and pictures may direct the thought to God and 
give the truth so that the child can receive it. These, how- 
ever, do not take the place of the Bible story given aright in 
the Sunday-school hour. 

By some means of instruction, formal or informal, Jesus 
Christ and the Heavenly Father must be made real to the 
child. It is as easy for a child to love Jesus Christ as to 

Jove his mother ; but he would not love his 
God Real mother if he knew nothing about her. When the 

stories of Jesus' love and compassion are told, 
the child heart naturally goes out in love for Him. When 
the love of the Father for the little child is interpreted to 
him and his attention is called to the daily evidences of God's 
loving care, his heart responds. Even the Beginners have 
burdens and sorrows, too great for them to bear alone. Tell 
them of the "Friend for little children beyond the bright, 
blue sky." Yet not by one or even an occasional feeding 
shall they be satisfied and have sufficient for growth. It 
must be day by day, again and again, "here a little, and there 
a little." 



RELIGIOUS LIFE OF LITTLE CHILDREN 105 

3. Expression. The child needs not only air and food, 
but exercise as well, for physical strength. Exercise is like- 
wise necessary for spiritual development. It fur- 
Exercise nishes the means by which the soul may express 
itself. First, the impression, then the expression. 
Prayer is one form of expression, service another. 

Ralph was such a little fellow — only two and a half years 
old, just learning to talk. No one had thought of trying to 
have his baby lips say a prayer. To be sure, he knelt with 
the rest morning and evening at family worship. Occasionally 
he went to Sunday-school or Church. But as yet his vocabu- 
lary was very limited and his sentences contained only the 
emphatic words. So when bedtime came he was tucked in 
bed without any attempt to have him repeat a prayer. One 
night the children were not taken upstairs until it was time 
for five-year-old Huber to undress. He could do most things 
for himself, but his aunt preferred to be with him for his 
prayer. This night she thought best to go to Hubert's room 
for the prayer before undressing Ralph. As Hubert knelt at 
her knee and offered his prayer, Baby Ralph came and stood 
at the door. This was a new sight to him. He stood there 
quietly taking in the situation. When Hubert rose, Ralph 
looked into his aunt's eyes and said in his baby way, "Waf 
have pwayer." So the dear baby knelt and repeated, phrase 
by phrase, the simple words : 

"Dear God, 
Bless Waf. 
Make me good boy, 
Jesus' sake, 
Amen." 

Every night after that he had a little prayer. So simply and 
naturally did he enter into the prayer-life. 

The Beginners' teacher should remember that the only 
prayer heard in many homes will be the one the child learns 
in Sunday-school. Two are suggested as both suitable and 
beautiful to be taught in the Beginners' Department: 



106 ELEMENTARY WORKER AND HIS WORK 

Morning Prayer. 

"Father, we thank Thee for the night 
And for the pleasant morning light, 
For rest and food and loving care 
And all that makes this world so fair. 
Help me to do the things I should, 
To be to others kind and good, 
In all I do, in work or play, 
To grow more loving day by day." 

Evening Prayer. 

"Now the light has gone away, 
Savior, listen while I pray, 
Asking Thee to watch and keep, 
And to send me quiet sleep. 
Jesus, Savior, take away 
All that has been wrong to-day; 
Help me every day to be 
Kind and loving, more like Thee. ,, 

(Frances R. Havergal.) 

The expression of the religious emotions in service is vital 
to the growth of the spirit. This service needs to be suggested 
Service to ^ e Beginner as well as directed after it is un- 

dertaken. Little acts of kindness and helpfulness 
in the home and in the narrow circle in which he moves will 
do much to strengthen a child's religious inclinations. 

III. Results 

Can little children be Christians? Yes, child-Christians; 
not adult-Christians. The Beginner will probably feel no great 
burden of sin. His religion will not express itself in prayer- 
meeting speeches, in long prayers, nor a long face. 
Christian But he may know and love Jesus Christ as his 
personal Friend, and seek to please Him because 
he loves Him. As naturally as the plant opens to the sun- 
shine, so does the child-heart respond to the love of God in 
the face of Jesus Christ. The child should not need to be 
conscious of the time when he began to love Jesus. That be- 

7 



RELIGIOUS LIFE OF LITTLE CHILDREN 107 

ginning should have been so early and so natural as not to 
have left a distinct mark on consciousness. 

It is all wrong to leave Christ out of the life of a child, 
and let him grow up without the Savior, to wander into sin. 
If this is done, with what longing the Shepherd goes to seek 
His lamb ! For "it is not the will of your Father 
Neglect t ^ iat one °^ tnese little ones should perish." But, 

O, the sin of making the Shepherd's search nec- 
essary! "Whoso shall cause one of the little ones to stumble, 
it is profitable for him that a great millstone should be 
hanged about his neck, and that he should be sunk into the 
depth of the sea." 

Step by step lead the child to know the dear Lord, to 

love Him, to speak to Him, and to serve Him. Then his fears 

will be turned to reverence for God, his credulity 

The Work lifted tQ faith and trust ^ the Heavenly Father, 

Beginners' ms l° ve centered in Christ, and his life made 
Teacher sweet, pure, joyous, and helpful. He may not 

talk much about his religion, but it will be gen- 
uine and, like the sunbeam, by its shining make the world 
a better and a brighter place. 

Lesson Outline: 

I. Religious Instincts and Inclinations. 

Naturally religious. 

Tendencies toward both good and evil. 

Interest in spiritual things. 

Christ's words about children. 

II. Fostering the Religious Instincts of Children. 

1. By Creating the Right Atmosphere. 

2. By Instruction. 

Informal. 
Formal. 

3. By Expression. 

Prayer. 
Service. 



io8 ELEMENTARY WORKER AND HIS WORK 

III. Results. 

A child-Christian. 

Bibliography: 

McFarland, "Preservation vs. Rescue of the Child." 
Bushnell, "Christian Nurture." 
Trumbull, "Hints on Child Training." 
Slattery, "The Seed, the Soil, and the Sower." 

Topics for Special Study: 

1. The spiritual status of the child. 

2. The nurture of the child-Christian. 

Topics for Class Discussion: 

i. How does a child show he is naturally religious? 

2. What is Jesus' attitude toward children? 

3. How does the right atmosphere help the spiritual 

life of a little child? 

4. How may a church service be really helpful to a 

child? 

5. How shall a child be led to know God? 

6. How shall children be taught to pray? 

7. What kind of service should be expected from child- 

Christians? 

8. What results should the Beginners' teacher seek? 



PART II 

THE PRIMARY WORKER AND HIS 
WORK 

By ERMINA C. LINCOLN 



PREFACE. 

It is my desire to acknowledge my debt of love and grati- 
tude to all who have in any way aided me in securing a 
knowledge of the work of the Primary Department, and 
especially to acknowledge my indebtedness to those who 
through difficulties, discouragements, and opposition have 
raised the standard of the Primary Department until it has 
reached its present efficiency. We but mount the steps 
carved for us with infinite painstaking by those who have 
preceded us on the road, content if we may but add a single 
mallet-stroke toward the preparation of a more perfect way 
for those who shall follow us. E. C. L. 

Attleboro, Mass,, February, 191 1. 



CHAPTER XI 

THE PRIMARY CHILD 

I. A Knowledge of Child Nature Necessary to 
Good Teaching 

i. Why knowledge of child nature should be acquired. 

The little child comes to earth with the divine touch upon 
him. He comes without knowledge, but with infinite capacity 

to acquire knowledge. It is the privilege of the 
Growth mother first, then of the teacher, to bring to the 

child the knowledge which he needs and to train 
and develop the powers of the soul that he may acquire knowl- 
edge for himself. The better the teaching, the better the 
equipment of the soul for growth. How necessary it is that 
the mother and the teacher shall feel the divine touch upon 
their own lives if they are rightly to teach and train the 
little child. The child under nine is in the most impres- 
sionable and plastic period of his life. There is no other 
period so rich in opportunity for the mother and teacher 
as this, for by frequent tests it has been proved that impres- 
sions received thus early in life have been long remembered 
and have had the most active influence in molding character. 
The facts, then, are these: the child comes to earth with ca- 
pacity to acquire knowledge ; it is the mother and teacher who 
largely determine what knowledge he shall acquire; the 
mother and teacher also train him to use his own powers that 
he may acquire knowledge for himself; theirs is the privilege 
of making the early and lasting impressions which mold his 
character. Consideration of these facts leads to the conclu- 
sion that the largest possible knowledge of child nature should 
be acquired by all who directly influence children under nine 
8 113 7 



ii4 ELEMENTARY WORKER AND HIS WORK 

years of age that skill and love may combine in the molding 
of character. 

2. How knowledge of child nature may be acquired. 
It is necessary that the teacher should know as thoroughly as 
possible the physical, mental, and spiritual possibilities of the 

child in the various stages of his development. 
Book Knowl- j t is not enoug h t hat the Sunday-school teacher 
Experimental snou ld study the child's spiritual characteristics 
Knowledge only — for the physical and mental are so inter- 
twined with the spiritual and so react upon it that 
the spiritual can not be thoroughly understood without a 
knowledge of the physical and mental. This complete knowl- 
edge is gained by studying the child himself and by learning 
from the experiences of others through books on child study. 
Most mothers and teachers know the child to a certain ex- 
tent, but the knowledge is apt to be fragmentary — it comes to 
them in bits and is in a way intuitive. They know facts, 
not reasons, causes, and results. 

3. Meeting the objections. Some have objected to the 
study of laws governing child growth on the ground that 
love is enough to teach them all that it is necessary to know 
Knowledge * n guiding the child. G. Stanley Hall says, "Love 
vs. and study in this field as in that of science go 
Intuition hand in hand, each strengthening the other." And 
Horace Mann says, "For what grander, holier purpose under 
heaven does a human being need knowledge than the training 
of childhood ?" It is true that a teacher may know all the 
laws governing child growth and yet fail in her teaching if 
she lack the one essential of love which illuminates all these 
laws and gives her a peculiar insight into the individual need 
of each child. It is equally true on the other hand that a 
teacher may by the very force of her love for the child un- 
consciously follow the laws of his growth, having only an in- 
tuitive knowledge of these laws. What such a teacher does is 
of necessity done experimentally, without certainty of result. 

4. The successful teacher. The goal of the teacher is 

7 



THE PRIMARY CHILD 115 

the spiritual nurture of the child. The teacher most suc- 
cessful in rightly training the powers of the soul and in 

deepening the content and capacity of the soul 
Knowledge * s ^ e one w ^° while loving the child with a love 

akin to the divine, studies the laws governing 
his growth and regulates her teaching not only by her deep 
love, but also by her knowledge of these laws. In this way un- 
certain instinct becomes sympathetic insight and the teacher's 
love for the child is able to accomplish more because guided 
by her knowledge of the laws which determine his growth. 

II. Characteristics of the Child Under Three Years 

of Age 

During the first three years of a child's life he is almost 
entirely body and mind, with the physical predominating. He 
is first a creature of instinct and impulse, without conscious 
mind control, but gradually the mind begins to control move- 
ment in a constantly increasing degree. The knowledge 
accumulated during this period of a child's life is largely 
gained through his senses. He is the product of the heritage 

which his parents have given him and the home 
A Creature influences which surround him. Character is 
ronnient formed through indirect teaching. It is the sense 

of reverence more than the teaching of reverence 
which these little children need. Just as the child uncon- 
sciously imitates the manners and language of those in the 
home, so he unconsciously absorbs the spiritual atmosphere 
and imitates the religious customs of the adults about him. 
Froebel has said : "Religious nurture must begin in early in- 
fancy: long before religious instruction can be apprehended, 
the unfolding soul is susceptible to religious impressions and 
there the atmosphere of a child's life is of first importance." 

III. Characteristics of the Child Between Three 
and Six Years of Age 

The characteristics of Beginners have already been treated 
at length in Part I of this text, to Chapter I of which the 



n6 ELEMENTARY WORKER AND HIS WORK 

reader is referred for a detailed statement. Here a very brief 
statement must suffice. 

Between the ages of three and six the child passes from 
home instruction only, to the period of kindergarten instruc- 
tion in the public school and the Beginner's Class in the 
Sunday-school. It is a time of such rapid physical growth 
that the fatigue point is easily reached. The broadened en- 
vironment of the child's life which comes through the kinder- 
garten causes an enlargement of his mental capacity. He is 
still governed by his feelings and can not yet give volun- 
tary attention. His imagination is very active, as is also 
the instinct of imitation. The spiritual development during 
Spiritual De- tn * s period becomes noticeable. When the child 
veiopment hears the story of God's love and care and un- 
Becomes derstands His willingness to help him, when he 

oticea e l earns lessons of obedience and service, he in- 
terprets the story or the lesson by that which he finds in 
the home. The properly impressed lesson truth which has 
been understood by the child will find expression in the home 
life of the child. We must expect the lesson truths to be 
expressed in a child-like way; one of the great errors in deal- 
ing with children in this period is to expect in them mature 
ways of doing right. We ought not to expect of the child 
what we would of the adult ; children need sympathy and help 
when they have done wrong, and ready forgiveness for the 
wrong just as much as they need correction. Too often a 
child's natural expression of the spiritual trust which he has 
absorbed is ridiculed and his desire to give expression to the 
truth becomes deadened. These are a few of the reasons why 
the Beginners' Department is so necessary to the Sunday-school. 

IV. Characteristics of the Child Between Six and 
Nine Years of Age 
i. The change which influences these characteristics. 

In studying the development of the child between six and 
nine we come to the period in his life when the Primary 



THE PRIMARY CHILD 117 

teacher directly influences him. We must now take into con- 
sideration the fact that a great change has been made in 
his environment. In the former period we knew only the 
home life and the constant guiding care of the mother. 
Dawning Possibly also in that period he had been to 
independ- kindergarten, but even so he was constantly under 

the protecting care of some one older than him- 
self, probably being conducted to and from the kindergarten. 
The care of the kindergartner has been very much like that 
of the mother. All the plays he learned were at the sug- 
gestion or under the care of some older person. It is truly 
a great change in his life when he begins to take care of 
himself. He goes to and from school alone; he makes friend- 
ships unknown to his parents ; he is held responsible for his 
own conduct. There is very little suggestion as to his plays, 
and many of them he learns from children on the school 
grounds. Early in this period he finds that he has duties to 
perform and that these must be given first place and play 
second place in his program of life. The necessity of obedi- 
ence to a teacher has taken a place in his consciousness 
alongside of obedience to his parents. In many ways there 
are distinct differences between the child in the former period 
and the child we now consider. 

2. Physical characteristics. Physically he is much 
sturdier and stronger than in the preceding period. We find 
that his growth still continues to be rapid, particularly in 

height. He seems to shoot straight up into the 
Period o a ^ an( j ra pidly outgrows his clothes. If we 

Growth watch a child at play we see that all the favorite 

plays consist in running, jumping, kicking, turning 
somersaults, — all plays which demand strength of muscle 
rather than skill. In this way the muscles rapidly become 
stronger. The child's endurance is much greater now, but 
his activity makes it difficult for him to be still even for a 
short time, and the Sunday-school teacher should not insist 
upon absolute and sustained quiet. 

7 



n8 ELEMENTARY WORKER AND HIS WORK 

The physical fatigue point is still quickly reached; more 
quickly in the first part of the period than in the last. To 
demand that the child sit still for any considerable length 
of time is positive cruelty, for all his muscles seem to be 
Physical demanding exercise. The lesson period in the 

Fatigue Primary Department must be short or else the 

Point boy and girl will become restless and the class 

unruly. Physical reasons are often responsible for disorder or 
inattention in the class. The pent-up energy of the child 
demands legitimate expression, and if the teacher finds no 
outlet for this energy the child will. More often the child 
becomes mischievous through restlessness than through desire 
to annoy. 

Some of the most usual causes of restlessness in Primary 
rooms are uncomfortable clothing, uncomfortable position, 
impure air, poor light, or ill-health. The remedies for 
these things which so disturb the order of 
Some Causes the p r j mary ro0 m, in as far as they can be ap- 
lessness plied by the Primary Superintendent, will be 

discussed in the chapter on equipment. It re- 
quires extreme patience to deal with Primary children, but 
if the teacher will strive always to remember that most of 
the trouble springs from physical discomfort rather than 
from desire to annoy, and if she be one who has real love 
for the children, she will not find it so difficult to maintain 
her patience. 

3. Mental characteristics. The change in environment 
between the last period and this one we are now studying 
affects the child mentally, for it requires a rapid mental 
Mental Ef- adjustment when so large a world opens to his 
feet of vision. Just as the eye must adjust itself to a 

Change in change of light, so his brain must adjust itself 
Environment tQ a change of environment. The sight and 
hearing become especially acute and record many new impres- 
sions on the brain. 

The child now knows feeling of two kinds, sensation and 



THE PRIMARY CHILD 119 

emotion. Sensation is the effect upon the brain of the mes- 
sages brought to it from the outside world through the 
senses. Emotion is the response of the soul to the world 
outside itself. Sensation is in the realm of the physical only, 
emotion in the intellectual and spiritual realm. In the previ- 
ous period the child learned largely through the senses. Sen- 
sation was his first great teacher; through it 
and Emotion ^ e discovered the meaning of words : he learned 
to know the word "cold" by the effect upon his 
brain produced by touching an object which was cold; through 
sensation he formed likes and dislikes : he learned by taste 
to avoid the things which were bitter. Then emotion began 
to teach him and he learned to avoid people and things which 
he disliked and to seek the companionship of those he loved. 
Since emotion must always find an outlet in expression, the 
teacher when she has aroused the feelings must give oppor- 
tunities for their expression, whether the emotion be directed 
toward her or toward some object or person of whom she 
is teaching. Constant appeal to the feelings without a pro- 
vision for their outpouring through service tends to weaken 
the power of action. Wounding a feeling will deaden it, 
and too often ridicule of children causes this deadening. 
The proper cultivation of the emotions will result in enlarged 
intellectual and spiritual powers. 

We find the power of willing and action developing in 
the pupil in the Primary Class. Before now feeling has 
governed all choices of the child, and it will continue to 
govern most of them. At some time, however, 
during this period the teacher will find that cer- 
tain judgments as to the right and wrong are being formed 
by the developing power of reason, and she will try to help 
the child form the right judgments and act upon them. 

The memory power is gaining strength, but it is found to be 
largely a memory for general truth rather than exact facts; 
for action rather than names. Many Sunday-school teachers 
become discouraged because the pupil in the Primary Depart- 



120 ELEMENTARY WORKER AND HIS WORK 

ment can not remember the facts which they taught nor the 
names of the people in the lesson story which they gave. 
In the lesson on the Good Samaritan it is far more essential 
that the pupil should remember that the one whom we can 
help is our neighbor than that he should be able to relate 
the exact location described and the offices of 
those who passed the injured man without giving 
assistance. What is true of this story is also true of the 
other Bible stories to be taught. There is little or no 
memory for the sequence of events and no historical sense. 
This is shown by the wildness of a child's guess as to a 
person's age or the length of time it takes to perform a 
service. All this means that the Sunday-school teacher will 
not strain the memory power of the child by requiring too 
much of it in exact reproduction of facts or words, remem- 
bering that the golden memory period comes later. She will 
carefully present the action and the truths of a story as the 
chapter on "Lesson Presentation" will show. Then she will 
seek the expression of the child's emotion in acts rather than 
memorized words. 

The powers of imitation are still very strong, but are 
largely conscious now and have a definite object in view. 
An illustration of this is the delight which is taken at this 
Imitation a ^ e * n Paying school, keeping house, and in play- 
Imagination, ing games in which imitation of an adult forms 
and Desire a large part. The imagination is strong, but is ■ 
for Approval more li m ited by possibility than in the earlier 
years. If a story is not true, it must at least be possible. 
The child is willing to accomplish hated tasks for the sake 
of the approval of an adult. This is a strong help in dis- 
cipline, and while it grows from the love of self, it can be 
made to become a virtue rather than a vice. The boy will 
try to win the teacher's approval by his politeness and thought- 
fulness, and the girl by work neatly done, and they will tell 
at home with great self-complacency of the teacher's approval. 

4. Spiritual characteristics. The spiritual and the moral 



THE PRIMARY CHILD mi 

are so closely interwoven and have such a reaction one upon 
the other that it is practically impossible to speak of them 
separately. With a child the spiritual is the motive power 
of the moral. That great authority Felix Adler said of 
moral education, "Moral education includes two things — the 
Moral and formation of right ideas and the formation of 
Spiritual right habits." With a child it is but a step from 

Closely the spiritual to the moral. The little child be- 

longing as he most certainly does to the Kingdom 
of heaven, needs no great spiritual change in his life as does 
the adult, who has grown out of the Kingdom. The child 
needs only a spiritual awakening. He needs only to come 
to a realization and acknowledgment of God's love for him 
and his love for God. The teacher should help this realiza- 
tion into being, give the child opportunities for acknowledg- 
ment, and should foster the spiritual growth of the child, 
watching for manifestation of such growth, commending the 
acts which have indicated such growth, and putting clearly 
before the child those opportunities which will lead to still 
greater growth. 

The child now begins to know the difference between right 
and wrong. We find that he readily confesses wrong-doing 

unless he has lost confidence in the reception 
I *. n °™ 1 ® dge of such a confession. Oftentimes he will come 
and wrong to us with his confession before we have even 

discovered the need of one. 
He now begins to form habits. The ease with which 
habits are formed will differ according to the different dispo- 
sitions of the children, and as Sunday-school teachers we 
should realize that right habits are as easily formed as 

wrong ones, and should try to have right habits 

formed as soon as possible. Professor James 
says, "We must make habitual as early as possible as many 
useful actions as we can." One thing which is a great help 
to us is that the children in the Primary Department have 
not yet formed any deep-seated objectionable habits. 



122 ELEMENTARY WORKER AND HIS WORK 

Because the child receives impressions readily we should 
strive to make the training that of heart rather than of head ; 
it is not so much the texts as the truths that the child learns 
which will help him. Our greatest effort is to 
and s^if 06 k m ld character rather than to increase knowledge. 
Control Now that the child begins to recognize authority 

we can teach him lessons of obedience, first to 
visible authorities and then to the invisible Authority. His 
recognition of authority also helps to strengthen his self- 
control. 

All these aids the Primary teachers have in guiding the 
child in a normal spiritual development. In addition to the 
characteristics mentioned, the child's entire lack of doubt 
will help him to turn as trustingly to the Heavenly Father 
and with as little affectation as a flower turns 
A Norma -^ £ ace ^ Q ^ e suru ft j s possible for the teacher 
Spiritual ,1-111 . r 1 

Development to bring to the child such a conception of the 

All-wise Father that the child feels an out- 
reaching of his heart toward Him, and this desire will ex- 
press itself in a childlike Christian life. (See Chapter X.) 
May the time soon come when all Primary teachers in the 
Sunday-school shall realize this as their privilege! 



Lesson Outline: 

I. A Knowledge of Child Nature Necessary to Good 
Teaching, 
i. Why knowledge of child nature should be acquired. 

2. How knowledge of child nature may be acquired. 

3. Meeting of the objections. 

4. The successful teacher. 

II. Characteristics of the Child Under Three Years 

of Age. 
III. Characteristics of the Child Between Three and 
Six Years of Age. 

7 



THE PRIMARY CHILD 123 

IV. Characteristics of the Child Between Six and 
Nine Years of Age. 

1. The change which influences these characteristics. 

2. Physical characteristics. 

3. Mental characteristics. 

4. Spiritual characteristics. 

Bibliography: 

Taylor, "A Study of the Child/' 

Kirkpatrick, "Fundamentals of Child Study." 

Murray, "From One to Twenty-one." 

Home, "The Psychological Principles of Education." 

Brumbaugh, "The Making of the Teacher." 

Lamoreaux, "The Unfolding Life." 

Topics for Advanced Study: 

1. The early dependence upon sense contact. 

2. The feeling and the will. 

Topics for Class Discussion: 

1. What great privilege have mothers and teachers? 

2. How is a knowledge of child nature gained? 

3. What makes a teacher successful? 

4. Give three characteristics of the child under three. 

5. What power of the soul governs the child between 

three and six? 

6. How does the change in environment affect the 

child of six? 

7. Which of the physical characteristics of the child 

between six and nine most affect his Sunday- 
school life? 

8. What are the strongest mental characteristics of the 

child of Primary age? 

9. What would you consider a normal spiritual de- 

velopment for a child between six and nine? 



CHAPTER XII 

THE ORGANIZATION OF THE PRIMARY DE- 
PARTMENT 

I. The Grading of the Pupils 

i. Ages included in the Primary Department. It was 

once usual to find in a Primary Department pupils of all 
ages from three to twelve years. Children of these ages are 

now divided into groups in small schools, and 
Past and _ • 1 1 1 i -re- 

present Departments in larger schools, known as Begin- 

ners', Primary, and Junior Departments, respec- 
tively. In many Primary Departments there are still found 
children under six years of age who more properly belong 
in a Beginners' Department. The first step, then, for such 
a school is to put these little children in a class by them- 
selves, and if possible in a room by themselves known as a 
Beginners' Room. This will then leave in the Primary De- 
partment only those children six, seven, and eight years of 
age. In this book it will be taken for granted that the chil- 
dren in the Primary Department are all of strictly Primary 
age, that is, that they have passed their sixth birthday and 
have not yet reached their ninth. Those Primary Superin- 
tendents who have the problem of providing for children who 
are either younger or older than those with whom this book 
deals should study carefully the Beginners' part of this book, 
or "The Junior Worker and His Work," in this same 
series. 

2. Grade divisions. A perfectly graded Primary Depart- 

124 f 



ORGANIZATION OF PRIMARY DEPARTMENT 125 

ment will be divided into three grades : the first grade com- 
posed of classes of six-year-old children, the second grade 
of classes of seven-year-old children, and the third grade of 
classes of eight-year-old children, in each case classes being 
small. The number of classes in each grade will of course 
depend upon the number of the children in the Department. 
On the Promotion Day nearest the ninth birthday the chil- 
dren will pass from the third grade of the Primary Depart- 
ment into the first grade of the Junior Depart- 
According . , , 
to Age ment. By this plan there is an annual promotion 

for the children of the Primary Department from 
one grade to the next higher. When the children of the 
second grade pass into the third grade and the first grade 
children into the second grade this leaves room for the en- 
tering class from the Beginners' Department in the first 
grade. In the case of children who are not qualified to be 
graded with pupils of their own age let them be placed in 
the class with pupils in whose class they are in the public 
school. Any system used in the Sunday-school needs to be 
elastic, for very much better results will be obtained than 
would be possible with no system at all or with a rigid 
system. 

3. Class divisions. The best results are obtained by 
dividing the children of each grade into small classes, but 
even when there are only pupils enough for one class in 

each grade it is better to still maintain the three 

? ma grades. Much more can be accomplished with 

Classes 

Desirable on ^ s * x or eight pupils in a class than would be 
possible in larger classes. Small classes are a 
great help to discipline. From the grading of classes in the 
Department there arises the question of allowing the teachers 
to remain with the grade or to pass on with the class through 
the successive grades of the Department. Unless there is 
an entirely separate room for each grade, it is probably best 
that the teacher remain with the class for the three years 
that the class is in the Department. 



126 ELEMENTARY WORKER AND HIS WORK 

II. Lesson Grading 

i. Where the Graded Lessons are taught. If the Graded 
Course is used in the Primary Department it becomes more 
necessary than ever before to have the Department well 
graded, for the lessons are so arranged that the six-year-old 
pupil will have in the first year's Primary lessons those truths 
which he can best understand and which are most helpful 
to him in that stage of his development. The lessons as 

arranged for the second year are those most 
* ec ° gnizing helpful to the seven-year-old pupils; that is, 
Development tne secon d grade; and the third year lessons 

are those which will best help the eight-year-old 
or third grade pupils. If there be some slight indications 
of a separation of the grades it will be almost as great a 
delight for the children to be promoted from grade to grade 
as from Department to Department. This delight which 
children take in work accomplished and recognized is a great 
incentive to home study. 

2. Where the Uniform Lessons are taught. If the 
older International Lessons (the Uniform System) are used 
in the Primary Department, then there should be taught 

also a course of supplemental lessons which shall 
Supple- k e made one of the bases of promotion. If the 

Lessons Department is graded as outlined above, then all 

the children of a certain grade will be studying the 
same supplemental lesson. It is much easier for both teachers 
and pupils when the time for the promotion to the next 
Department is at hand if the pupils shall have taken a cer- 
tain amount of supplemental work each year, especially if 
this supplemental work has been made the basis of promo- 
tion from grade to grade. If a pupil enters the Department 
during the year and would naturally belong to the second 
grade, but has never taken the supplemental work of the 
first grade, or should enter the third grade but has not taken 
the supplemental work of the other two grades, then that 



ORGANIZATION OF PRIMARY DEPARTMENT 127 

work may easily be made up outside of the Sunday-school 
hour, as would be done in the public school. 

III. Officers of the Department 

1. In schools without a separate room. When the 
Primary class in the small school is obliged to meet in the 
same room with the rest of the school, the teacher's office 
The Wisdom mus t needs be combined with that of Depart- 
of Sub- ment Superintendent and often with that of 
dividing secretary. She will find it a great help, however, 

if some other adult will meet with the class 
every Sunday, acting as secretary and general helper and 
taking her place when she is obliged to be absent. In a 
school where there are several classes of Primary age meet- 
ing with the main school, these classes had best be grouped 
together in the same section of the room, each class being 
composed of pupils of approximately the same age and at- 
tainments. One teacher could then be elected as Superin- 
tendent of these classes, a part of whose duty it would be to 
direct the work of each class. To her the Superintendent 
of the Sunday-school may come for specific knowledge of 
the work done in those classes and to her the teachers may 
look as their leader. 

2. In schools having a separate room. The officers 
of such a Primary Department may consist of a Superin- 
tendent, Assistant Superintendent, Secretary, and Pianist, with 

their assistants. Some schools find it helpful 
How to to a pp i n t a i so a Missionary Superintendent, a 

Best Results Superintendent of Classification, a Supervisor of 

Handwork, and a Director of Music. There are 

cases where it is best to combine the offices, or to have other 

officers than those named. In many Departments one of the 

class teachers is Assistant Superintendent ; in other schools 

one of the class teachers acts as pianist, and sometimes 

the Assistant Superintendent can act as pianist. In large 

Departments it is always best that those officers should not 

7 



128 ELEMENTARY WORKER AND HIS WORK 

have duties other than those naturally pertaining to their 
office. If they have several duties to perform the duties 
will sometimes conflict in the matter of time, or if the class 
teacher has other work to do in the Department her class 
may become disorderly. If each of the officers performs her 
duties faithfully she will find enough to do without other 
work. 

3. The Superintendent. The Superintendent of the De- 
partment is elected by the Sunday School Board of the local 
Church, with the approval of the pastor. The other officers 
of the Primary Department are also elected by the Sunday 
School Board, usually on the nomination of the Primary 
Superintendent. 

It is well to look for a moment at the qualifications of 
a successful Primary Superintendent. First, she should pos- 
sess deep spirituality. She must be in constant touch with 
. . the Great Teacher to lead His little ones aright. 

Deep Spirit- •*,,,.,« « . ,. . . . , 

uaiity The children have implicit trust in those who 

are chosen to lead them, unless these leaders 
by some word or act forfeit that trust. The teacher to them 
represents the Christ ; they expect to see in her all the Christ- 
like characteristics, and this means that she needs to pos- 
sess a deep and sincere spirituality. It will not do to assume 
a spirituality, for who is quicker than a child to detect any 
insincerity. 

The second qualification is that of love for the children, 
for it is out of this love that there will grow the necessary 
virtues of patience, cheerfulness, tact in dealing with the 

children, and insight into their lives. There are, 
Love and , . . , . 

Knowledge however, Primary Superintendents possessing 

these two qualifications who do not make a 
success of their position for the reason that they do not 
place themselves on the child's plane of thought. This lack 
is shown in their inability to use language which the child 
can understand, or in a lack of sympathy with a child's 
troubles — they can not reach the child's heart. This shows 

7 



ORGANIZATION OF PRIMARY DEPARTMENT 129 

that a knowledge of children goes a long way toward 
making a Primary Superintendent successful. Until we know 
something of the laws of mind growth we can not be called 
well-equipped Primary teachers. There are those who seem 
to know instinctively how to teach and train little children — 
we call them born teachers — they do by instinct what 
others must learn to do ; but there are more teachers who 
can teach because of acquired knowledge than those who 
teach by instinct. The Superintendent who has studied psy- 
chology and pedagogy in their simpler forms can do with 
certainty what one without this knowledge must do experi- 
mentally. It is invariably those whose instinct for teaching 
is strong who earnestly seek the opportunity to study the 
laws of mind growth and the principles of teaching. 

Because of the many duties devolving on the Superin- 
tendent of the Primary Department, it is well if she have 
some executive ability so that she shall not be overwhelmed 

„ . with the numerous things which seem to press 

Executive . . . 

Ability upon her for instant attention. The Superin- 

tendent who becomes too excited to see her duties 
in their relative importance has an unruly room to restore 
to order. The Primary Superintendent is responsible to the 
Superintendent of the main school for the work of the room 
as a whole. It is she who has charge of the opening and 
closing services of the Department. The teachers of the 
room look to her as their leader. If changes seem neces- 
sary, either of pupils from one class to another or of the 
work of teaching in the class, the Superintendent must be 
consulted and her decision accepted. The success or failure 
of the Department will depend largely upon her. The posi- 
tion of the Superintendent of the Primary Department is one 
of the greatest honors within the power of the Sunday School 
Board to grant, and one which is attended with great re- 
sponsibility. 

4. The Assistant Superintendent. The Assistant should 
possess if possible all the essential qualities of the Superin- 



i 3 o ELEMENTARY WORKER AND HIS WORK 

tendent. She stands second to the Superintendent of the 

Department, as her name implies, and ought to be depended 

upon for any service that the Superintendent shall ask of 

her. In addition, she should be allotted some part in the 

regular program. In the absence of the Superintendent she 

will act as Superintendent for the day. She 

Quahfica- mus t be alert to help in the many little neces- 
tions and ..',., , . , 

Duties sities which occur during every session, such as 

opening or closing a window, raising the curtain, 
helping the pupil late in arrival, greeting the visitor — these 
little duties which help the work of the Department to run 
smoothly. She is a poor assistant who must always have 
her duties pointed out to her. Whenever any need arises 
in the department she should be ready to meet that need, 
whatever it may be. 

5. The Secretary. The Secretary should have charge of 
all the records of the Department. Among the necessary 
qualifications of an efficient Secretary are punctuality, regu- 
larity, and accuracy. A helpful Secretary will be 
Quahfica- j n t ke room long before the first child enters, 
Duties w *^ ^e there every Sunday, or if unable to be 

there, will have some one to take her place; will 
keep all records of the Department as accurately as if she 
were accountable to some large business concern. The Secre- 
tary should have on record a correct list of the pupils of the 
Department, their addresses, the date of their enrollment, the 
number of the class to which they belong, their birthdays, 
the calls made upon them, and letters written. Enrollment 
cards may be given the child on the first Sunday of his 
attendance at the school to be taken home and filled out by 
the parents. These cards should have blanks for the parent's 
name, child's name in full, address, and date of birth. Some 
schools also add a question concerning the parents' Church 
membership. These enrollment cards are particularly help- 
ful in larger towns or cities, where children sometimes drift 
from the school to another without the parents' consent. 



ORGANIZATION OF PRIMARY DEPARTMENT 131 

6. The Pianist. The duty of a Pianist is implied in her 
official title. Together with the Superintendent, she should 
arrange the music for the following Sunday. She should 
be alert to find new songs which would be suitable for the 
Department, suggesting them to the Superintendent. In the 

teaching of new songs her work is particularly 

Quah ca- important. A good pianist will emphasize the 
tions and \ . , % 111 

Duties melody 01 a new piece or play the melody alone 

until the children have become familiar with it. 

Happy indeed is the Primary Superintendent who has as a 

helper a pianist who can quickly transpose or improvise to 

suit the children's voices. 

7. Other officers. Great care should be used in the 
selection of a Missionary Superintendent for the Primary 
Department. It is not enough that the one elected should 

have a knowledge of missionary endeavors and 

. e ls " accomplishments : she must also know the story 
sionary Su- . r .. ' ■ 

perintendent interests of childhood and be prepared to so 
adapt the missionary material that the child's 
interest is awakened. It is the duty of the Missionary Super- 
intendent to secure the interest of the children in missions, 
to instruct them in missionary methods, and to direct their 
missionary activities. 

In order that the Primary Superintendent may be re- 
lieved of the duty of assigning new pupils to their classes 
and adjusting the personnel of the classes, some schools 
elect a Superintendent of Classification. The Su- 

Supenn- perintendent of Classification should be an able 

tcndent of . , 

Classification J u dge of the child s nature, and should possess 

tact and sympathy. Possessing these three quali- 
fications she will be able to assign pupils to classes and adjust 
difficulties arising in classes with a minimum of friction and 
a maximum of harmony. She should have absolute authority 
in her department of work. 

The Supervisor of Handwork should be an enthusiast 
regarding the possibilities of handwork, but discriminating 



i 3 2 ELEMENTARY WORKER AND HIS WORK 

concerning its quality and quantity. Not all handwork em- 
phasizes the lesson truths, and not all which is helpful of 
itself is practical in every school. The Supervisor of Hand- 
Supervisor work must sift the good from the poor and then 
of Hand- determine just how much of the good is prac- 
tical in her own school. Having determined 
this, it becomes her duty to plan the work, secure the neces- 
sary materials, and assist the class teachers as they direct 
the work in their classes. 

Many of the larger schools elect a Director of Music in 
the Elementary Departments — some one who is accustomed 
to the teaching of songs to children. This relieves the pianist 

_. e of all the duties prescribed except that of accom- 

Director of . , . ,, , . ~ 

Music panymg the children as they sing. The Director 

of Music selects, adapts, and teaches all the songs 

used in the Primary Department. Great care should be 

exercised in the selection of this officer that she and the 

Superintendent of the Department should have harmony of 

thought concerning the quality of the songs which should be 

taught. 

IV. The Teachers of the Department 

i. The selection of teachers. When we come to the 
question of who shall teach in the Primary Department, we 
find one of the greatest problems which we have to face. 
Some Primary Superintendents find that young 
Material mothers make the best teachers. Others say 

their best teachers are girls of high school age. 
Sometimes we are vexed with the problem of what to do 
with those who seek places as teachers in the Primary De- 
partment for the sole reason that they think little children 
"are so cute." Some of these girls who are so anxious to 
teach will develop into good teachers with training. Persuade 
them to take a training course, and when we need more 
helpers in the Primary Department they will be ready for 
the work. 

7 



ORGANIZATION OF PRIMARY DEPARTMENT 133 

If there is a teacher training class in the school the 
Primary Superintendent will secure efficient teachers from 
its list of graduates. Usually the teacher of the training 
class will know which members are best fitted for work with 
little children and will recommend such to the Primary Su- 
_ perintendent. With no training class the problem 

Processes 01 

Selection ^ 5 difficult. Select from the adult scholars in the 
school those best fitted for teaching children, 
cultivate their acquaintance; if they are at liberty, take one 
of them with you when you call on the pupils of the Depart- 
ment ; visit the first grades of the public school and see what 
comments she makes on the work done there; study in even- 
possible way her attitude toward children. This sifting 
process will greatly reduce the list of possible teachers, but 
you will have found the elect few who will be efficient Pri- 
mary teachers. This method of selection will take time, but 
it will in the end be time gained for it will mean that the 
children will have as teachers those who love and under- 
stand them. 

2. A training class for Primary teachers. In schools 
where there is no training class meeting during the week, 
and in some schools where there is one, the Superintendent 
of the Primary Department holds a weekly teachers' meeting 
and as a part of its program teaches a training class, or 
For the secures some one else to teach it with her as- 

Teachers of sistance. A supper preceding it, at a minimum 
One School price, makes it possible for teachers employed 
to come directly from business. The social side 
of such a gathering welds the teachers of the Department 
together and helps to develop an esprit de corps. All the 
officers as well as the teachers should desire to be present 
in such a meeting. It is possible to make this Primary 
teachers' meeting interesting and helpful, and sometimes to 
include in it those who desire training with the thought 
in mind that they may become teachers in the Department. 
Some special study might be taken up as a supplemen- 

7 



134 ELEMENTARY WORKER AND HIS WORK 

tary text-book at these meetings as a part of the training 
course; such books as Elizabeth Harrison's "Study of Child 
Nature," "The Making of a Teacher," by Dr. M. G. Brum- 
baugh, "The Unfolding Life," by Mrs. Lamoreaux, or "Stories 
and Story-telling," by Professor St. John. Several evenings 
might be spent in acquiring the art of story-telling; papers 
could be prepared by the teachers upon subjects which are 
not fully discussed in the text-book. Some public school 
teacher might be asked to give a short talk on the topic 
under discussion for the evening. A variety of ways to 
make the evening interesting as well as profitable will occur 
to the leader of such a class. 

In small towns it is sometimes thought best to have all 
the Primary teachers of the town come together for a teachers' 
meeting, as in any one school there would be too few Pri- 
mary teachers to make the discussions practical. 
wl J e " f| ev " Many towns are meeting this need by a 
Combine Graded Union of Sunday-school Workers, in 

which there is an opportunity for the teachers 
of each Department in any one school to meet with the 
teachers of the same Departuent in other schools of the 
town. In places where there is no such Graded Union let 
the Primary workers of all the Churches come together for 
such a teachers' meeting as is outlined above and elect a 
leader from their own ranks, who will assume charge of the 
meeting and make all plans for it. The Graded Union, how- 
ever, does not eliminate the necessity of a Primary teachers' 
meeting in the local Church, for very many teachers in the 
Department will be unable to attend a union meeting in the 
central part of the city. Let those who can, attend the 
Graded Union and bring to those who can not the fresh 
impetus and original suggestions which they have received 
there. 

3. The duties of teachers. 

Teachers should be punctual. When they come to the 

school late they are more or less hurried and are unfitted 

7 



ORGANIZATION OF PRIMARY DEPARTMENT 135 

for ready and harmonious response to the program of the 
Superintendent. Besides this, they have lost the opportunity 
for a few minutes' quiet talk with the children before the 
opening of the session, and this is a precious opportunity 
to be treasured by every teacher. When the teachers are 
Teachers * ate * n comm & tne Superintendent is placed under 
Should As- great nervous strain as she attempts to do her 
sume Re- own WO rk and that which belongs to several 
sponsi 1 ity teachers at one and the same time. In schools 
where the Graded Lessons are taught the class teachers teach 
the regular lesson for the day, but in schools where the Uni- 
form Lessons are taught the class teachers usually teach 
the supplemental lesson only. When handwork is done in 
the Primary Department it is usually based upon the lesson 
of the previous Sunday, therefore the Primary Department 
handwork should precede the regular lesson and should be 
under the direction of the class teachers. 

One of the chief duties of the teacher is to call regularly 
upon the children of her class in their homes. 

Of these very definite duties it is easy for the Superin- 
tendent to remind her teachers, but there are other ways just 
as definite in which the teachers may aid the Superintendent, 
but which the Superintendent may sometimes hesitate to 
suggest. We have said in the previous chapter that children 
imitate readily — how much depends upon the reverent attitude 
of every teacher in the Department ! If the children are asked 
to sing heartily, is it too much to expect that the teachers 
will do the same? The Superintendent's work becomes a joy 
instead of a drain upon her strength when all the teachers 
of the Department give ready response to her requests and 
suggestions. It is in these numberless little ways that the 
teachers of the Department are enabled to make the entire 
work of the Department harmonious and complete. 



136 ELEMENTARY WORKER AND HIS WORK 

Lesson Outline: 

I. The Grading of the Pupils. 

i. Ages included in the Primary Department. 

2. Grade divisions. 

3. Class divisions. 
II. Lesson Grading. 

1. Where the Graded Lessons are taught. 

2. Where the Uniform Lessons are taught. 

III. The Officers of the Department. 

1. In schools without a separate room. 

2. In schools having a separate room. 

3. The Superintendent. 

4. The Assistant Superintendent. 

5. The secretary. 

6. The pianist. 

7. Other officers. 

IV. The Teachers of the Department. 

1. The selection of teachers. 

2. A training class for Primary teachers. 

3. The duties of teachers. 

Bibliography: 

Meyer, "The Graded Sunday-school in Principle and 

Practice." 
Burton and Mathews, "Principles and Ideals." 
Sunday-school Series Leaflets, No. 4, The Primary De- 
partment. 

Topics for Advanced Study: 

Programs for a Primary teachers' meeting. 

Topics for Class Discussion: 

1. What should be done with a Primary Department 

ranging in age from three to twelve years ? 

2. Name the desirable grade divisions. 



ORGANIZATION OF PRIMARY DEPARTMENT 137 

3. Why are small classes more desirable than large 

ones? 

4. What are the advantages of the Graded Lesson over 

the Uniform Lesson? 

5. How may some grading be done when the Uniform 

Lesson is taught? 

6. What are the qualifications of a good Primary Su- 

perintendent ? 

7. What are the secretary's duties? 

8. Why is a training class for Primary teachers de- 

sirable ? 

9. In selecting teachers what do you consider the chief 

characteristic for which to look, and why ? 



CHAPTER XIII 

EQUIPMENT 

I. In Schools Where the Department Has No Sep- 
arate Room 

i. How to make the best of the situation. While all 
that is absolutely necessary in the way of equipment for Pri- 
mary work is a place in which the children who come to the 
Sunday-school may meet, there is much that is 
improving helpful and without which we can not do the best 
Conditions work. Teachers who have no separate room in 
which to teach the Primary class are handicapped, 
but they will find opportunities for improving their conditions 
if they search for them. If the corner of the room in which 
the class meets is dark, try to secure a lighter corner; if the 
class is at the front of the room and the parents interfere 
with the Primary teacher's discipline, try moving into the back 
corner of the room. If the Church is not willing that cur- 
tains should be used to separate the class from the rest of the 
school, perhaps a screen could be used during the session of 
the school and then put away. In a school where there were 
side seats near the platform, in which the Primary class met, 
the Church was not willing to allow the corner to be either 
curtained or screened. The inventive Primary Superintendent 
therefore moved the piano to form a screen between the class 
and the main school and also obtained the consent of the 
Church to have the pews in that corner sawed off so that the 
children could touch their feet to the floor. 

2. How to augment the lesson teaching. Although the 
teacher is only screened from the rest of the school, she may 

138 7 



EQUIPMENT 139 

use the blackboard, have handwork done, and have rest exer- 
cises without interfering with the other pupils in the room. 
The screen itself may be made of blackboard cloth or of 
denim, with a blackboard to form the top. The little chairs 
or the pew seats may form the handwork tables, the children 
Making the kneeling in front of them to do their work, using 
Place as cardboard to rest their work upon. Where a sep- 

Separate as arate room has seemed impossible, some teachers 
have used a vestibule. In one school the teacher 
has an entirely separate session of the Primary Department in 
this way : she locks the outside door and the pupils of the 
school all come in at another entrance. In other schools the 
Primary class sits in front during the opening services, but 
goes into the vestibule during the lesson teaching. There is 
at least one school where the Primary Department meets in 
an unused choir gallery at the back of the room, and in an- 
other school the Primary class meets on the school steps 
during the warm weather. In the summer Primary classes 
have been known to meet in a tent on the lawn. Where there 
is a will there is usually a way. 

II. In Schools Where the Department Has a Sep- 
arate Room 
1. The room itself. Very few Primary Superintendents 
can have exactly the kind of room best suited to the needs 
of the Department, but there are many ways in which the 
room they feel obliged to use may be made at- 

Location * • 1 . . • 1 1 

and Size tractive by adapting the equipment 01 an ideal 

Primary room. Because building committees are 
realizing the needs of the Primary Department as they did 
not in the past, they will more frequently consult with the 
Primary Superintendent before allowing the architect's plans 
to be executed. It is always best to have the Primary room 
on the first floor of the church building, with a separate en- 
trance, if possible. If the Primary Superintendent is con- 
sulted about the planning of the room she will almost in- 



140 ELEMENTARY WORKER AND HIS WORK 

variably say, "Make the room large enough to allow for the 
growth of the Department/' The Departments are hampered 
by lack of room. Whenever possible, the room should be on 
the side of the church which gets the sun in winter at the 
hour when the school meets. 

It should have a good number of windows, all of which 
can be opened at the top. These windows should have plain 
glass and shades. There should be a good system of ventila- 
tion. Prof. Kirkpatrick says that more teachers 
Walls and 
Floor ^ a ^ * n discipline because of improper and poor 

ventilation than from any other cause. Tinted 
walls are much better than plain white. Many schools have a 
large blackboard built into the wall. When this is done the 
placing of it should receive attention, for the blackboard, how- 
ever expensive, is of no value if the child can not see it to 
advantage. See that the board is either opposite the windows 
or at the end of the room, never between the windows. A level 
floor is found to be best in the Primary Department, or in the 
case of a large Department, one very slightly raised. 

It seems best to have a room entirely separate from the 
main school because of the interference which the singing of 
one Department makes with the quiet of the other. A great 

many Sunday-school workers, desiring to throw 
Connection ^ twQ rooms j nto one f or special services, ad- 
with the . a 

Main School vocate having the room separated by a rolling 

partition or large folding doors. This is a ques- 
tion which each local school must decide for itself, but the 
weight of opinion among Elementary Grade workers is upon 
the side of having the room entirely separated that the greatest 
amount of help may be given the pupils while they are in 
Sunday-school. Whenever possible, there should be a separate 
toilet room for the exclusive use of pupils in the Beginners' 
and Primary Departments. 

In the Sunday-school the rich and poor children should 
meet and mingle freely without distinction of social standing. 
In order to promote this feeling of comradeship and equality, 



EQUIPMENT 141 

the outside wraps must be removed before the Sunday-school 
session begins. The contrast in the quality of the outside 
clothing is quite marked, but contrast is less noticeable 
when the children remove their outside wraps. 
Provision of As a matter of com f ort a lso, the children should 
a Place for . . . , 

Wraps not Slt m tne clothing which they wear outside, 

for this will make them uneasy and very liable 
to take cold. If a separate coat room is impossible, hooks 
for the clothing may be placed in the vestibule leading to the 
Primary room. 

2. The arrangement of the room. In a large Department 
it is usually necessary for the Superintendent to have a slightly 
raised platform on which to stand if she is to look into the 

faces of all the children. This platform should 
Determining be p i ace( j at t h e side of the room away from the 
Consider- 
ations windows or at the end of the room. The best 

place for the platform depends largely upon 
where the entrance to the room is. If possible, the entrance 
should be opposite the Superintendent's platform or desk, but 
it should never be back of the Superintendent. The chairs 
should be arranged in groups facing the platform. They 
should be arranged with aisles between the grades. This will 
bring into the front row the chairs of the children in the 
first grade, in the center of the room the second grade chil- 
dren, and back of them the third grade children. The secre- 
tary's table or desk should be at the entrance door. On the 
platform should be a table or desk for the use of the Superin- 
tendent, and at the side of the platform a piano. If a song 
roll is used it should be hung where the pupils can see it 
without straining their eyes. 

3. The furnishings of the room. For sanitary reasons 
some teachers prefer an uncarpeted room, in which case rubber 

tips should be placed on the chairs that the noise 

may be deadened. Most teachers believe that the 

Primary room should be carpeted whenever possible. The 

influence of an uncarpeted room upon the children is not in- 



142 ELEMENTARY WORKER AND HIS WORK 

spiring. In visiting two schools on the same day, one where 
a carpet is provided and one without a carpet, the difference 
in the order of the school and the noise made by moving about 
is very evident. Reverence and noise are seldom found to- 
gether, and a carpetless room is a noise-breeder. 

Every Primary Department should have small chairs for 
the use of the children. These chairs may be purchased in 
slightly varying heights, the smaller ones for the six-year- 

^. . old children and larger ones for those seven and 

Chairs . . 

eight years old. Chairs should also be provided 

for the adult visitors, and there are some Sunday-schools 
which provide two or three rocking-chairs at the back of the 
room for the use of mothers who visit the Department with 
the Cradle Roll babies in their arms. It is found that many 
more mothers with babies visit the Department when rocking- 
chairs have been provided. 

In many Primary Departments will be found an old organ 
instead of a piano. There are so many reasons why a piano 
is to be preferred that if the school does not provide one, 

_ it is worth while for the Department to secure 

Piano T . . 

one by its own efforts. It is much easier for the 

children to learn a new hymn after hearing it played upon 
the piano than it is after hearing it upon the organ or any 
other musical instrument. The piano emphasizes the melody 
as the organ does not. The children's voices are much more 
distinct with the piano, and the children sing with more ani- 
mation than they do with the organ accompaniment. 

The Primary room should be provided with a good black- 
board. There are very few Superintendents who are artists, 
but there is not one in the world who will not find many 

_ . ■ occasions to use the blackboard in connection with 
Blackboard 

her lesson teaching. It makes a vast difference to 

her what kind of a blackboard is provided, and the school 
which provides the Primary Department with a good slate 
board is doing the Department a great service. A poor black- 
board has led in many Departments to a neglect of blackboard 



EQUIPMENT 143 

work. The school should also provide chalk and an eraser 

for the blackboard and not leave it to the Superintendent to 

provide them from her own purse, as is often done. 

The Superintendent should be provided with a desk or 

table with drawers. There are always illustrative pictures, 

curios, and simple devices for gaining or holding the attention, 

and many other little things which the teachers 
Superintend- " . , 4 t 

ents' Desk or Superintendent have used in the class and 

which will again come into use with some future 
lesson. Often Superintendents are obliged to carry these back 
and forth from home to school for the lack of some suitable 
place under lock and key where they may be kept in the school- 
room. Then, too, there will be the Superintendent's own 
memorandum of changes to be made before the next week 
and suggestions which she wishes to make to one or another 
of the teachers. These are her own property and should not 
be left lying loose for any chance visitor to read, nor should 
she feel obliged to carry them home with her. 

If handwork is to be done in the class, it is very necessary 
that either shelves, stout cardboards, or tables be provided 
upon which the children may work. If it is decided to use 
tables, small round ones are best for the purpose, and there 
should be a drawer to each table in which the handwork 

material may be kept. If there is no drawer in 
Provision for , , , , , % M 

Handwork the table when purchased, a carpenter may easily 

put one there, and the advantage of having one 
will more than repay the expense. In lieu of the drawers, 
a cupboard with compartments for the property of each class 
should be provided. Some Sunday-schools will find it more 
convenient to have shelves built around the walls of the room 
low enough so that the children may be seated at them. 
This does away with the necessity of having tables ; and often- 
times the tables, which are most helpful in the period for 
handwork, are decidedly in the way during the other work 
of the session. These shelves may be supported by folding 
brackets, so that when the period for handwork is over the 



i 4 4 ELEMENTARY WORKER AND HIS WORK 

brackets may be folded against the wall, allowing the shelf 
to drop. If given a finish corresponding to the woodwork 
of the room the shelves will not detract from its appearance. 
When the shelves are used, each class should have its box 
in which handwork materials are kept. In Primary Depart- 
ments where every foot of space is needed the shelves often 
solve the chief difficulty in the way of having handwork done. 
In schools having neither the tables or shelves, the children 
rest their work upon stout cardboards. 

There ought to be a clock in every Primary Department 
placed in such a position that the Superintendent and teachers 
can see it easily. If the Superintendent depends upon her 
watch to regulate the time given to each part of 
the program she will often find that her watch 
differs from the clock in the main school. It is the duty of 
the one who regulates the clock in the main room to see that 
the clock in the Primary room agrees with it. The teacher and 
the secretary will need to depend upon the same timepiece as 
the Superintendent if the program is to be carried out with 
clocklike regularity throughout the entire school. 

Whenever possible, there should be flowers in the Primary 
room. The children love to have them there, and surely 
flowers are a great help in making the room attractive to 
those who come into it. If it is impossible for 
flowers to be provided for the use of the Primary 
Department exclusively, sometimes the Church bouquet may 
be borrowed for the time of the Sunday-school session. The 
best plan is to have flowers which can be sent to sick members 
of the Department at the close of the school. In the spring 
and summer it is not difficult to have these, for the children 
will gladly keep the room supplied with the flowers which 
they have picked, both wild and cultivated. Some Primary 
Departments have a fund for the purpose of buying flowers 
to be sent to the sick ; the teachers of the Department are 
the contributors to the fund. These flowers are sent to the 
school before the session, brightening the room until the close, 



EQUIPMENT 145 

when they are taken by one of the pupils or one of the 

teachers to the member of the Department who may be ill. 

4. The supplies for the Department. All the supplies 

necessary to the Department should be provided by the school 

with a place where they may be safely kept. Aside from the 

lesson supplies there must be supplies for hand- 
Handwork , V M 

work, such as pencil, paper, crayons, and paste; 

sheets or books of music, and the helps for the teachers. 

The pictures to be used while teaching the lesson may 

be kept in good condition by slipping them into a frame made 

especially for the purpose, the frame to be used Sunday after 

Sunday. One such frame is made by taking an 
Lesson 
Pictures ordinary picture frame of the right size, cutting 

a cardboard back to fit the frame securely and 
fastening it in with tiny cleats. To change the picture, all 
that will be necessary is to turn the cleats, remove the card- 
board, put another picture in the place of the one already 
used, and fasten it in by putting the cardboard back in place. 
Another kind of frame for the same purpose is made by 
passe-partouting a picture mat to a cardboard of the same 
size, leaving an opening at the top to put the picture in as 
it is used. If the pictures are not strengthened in some such 
way they will become worn with handling, and as they are 
to be used year after year they should be kept as clean and 
flat as possible. If they are mounted on cardboard they will 
soon become soiled, but using a frame will protect them in 
every way. The lesson pictures should not be shown until 
the Sunday they are used or else they will lose in interest. 
Among other necessary supplies for the Department are 
a Bible, which should be the property of the Department 

and should have a place on the desk of the Super- 
Additional . t . 
Supplies mtendent ; a record book and card index for the 

secretary; a birthday bank to receive the birthday 

money brought by the children — glass is to be preferred, for 

the children like to see the money accumulate; and boxes or 

baskets for the offering. 

10 7 



146 ELEMENTARY WORKER AND HIS WORK 

It is unquestionably true that the pictures upon which we 
look unconsciously influence our thought and motives. This 
is especially true of children for the reason that they are in 
the formative period of their lives, when everything about 
them is influencing them. There is need of having good pic- 

tures upon the walls of the Primary room, pic- 
Pictures tures which will give the children a love for the 

beautiful, pictures so true to life that the children 
will find themselves in studying them. The story is told of 
a little Jewish girl in a New York kindergarten who for the 
first time saw a picture of the Madonna and Child. She 
looked long upon it and finally said, "I just love that Baby; 
who is He?" For the first time she heard the story of the 
Christ-child, and it was the picture which made her want to 
know about Him. Madonnas, pictures of the Christ-child, 
beautiful nature pictures, pictures of home life, and others of 
the same nature are particularly helpful for the Primary 
room. It is a good idea for any Church to have the pictures 
of its former pastors, but the place to hang them is not in 
the Primary room. They mean nothing to the children, while 
to the Adult Department they will be full of meaning. 



Lesson Outline: 

I. In Schools Where the Department Has No Sep- 
arate Room. 

i. How to make the best of the situation. 
2. How to augment the lesson teaching. 

II. In Schools Where the Department Has a Sep- 
arate Room. 

i. The room itself. 

2. The arrangement of the room. 

3. The furnishings of the room. 

4. The supplies for the Department. 



EQUIPMENT 147 

Bibliography: 

Black, "Practical Primary Plans." 
Wray, "The Beginners' Department." 

Topic for Special Study: 

Sunday-school architecture with special reference to the 
Primary Department. 

Topics for Class Discussion: 

1. Suggest ways in which a Primary class, meeting in 

the same room with the adult school, may better 
its conditions. 

2. What is the best location for a Primary room? 

3. Make a diagram- of the best arrangement for a 

Primary room. 

4. Give reasons for and against having a carpet in the 

Primary room. 

5. What furnishings relate especially to the work of the 

Superintendent ? 

6. What provision is necessary for handwork? 

7. Give plans for preserving the lesson pictures. 

8. Why should there be especially good wall pictures 

in the Primary Department? 

9. Who should furnish the supplies for the Department ? 



CHAPTER XIV 

THE LESSON: MATERIAL AND IMPORTANT 
TRUTHS 

I. The Chief Source of Material 

i. The Book. The most important part of the session in 
any Primary Department is the lesson. About it all the other 
work of the session is grouped. To the lesson the Primary 

«.«. ~, .,„ teacher gives her best thought, for it is her oppor- 
The Child's . ... , • 

Own Book tunity to teach directly the Bible truth. As Sun- 
day-school workers our chief material is in the 
Bible. There are some teachers who think that Biblical 
material is difficult to teach to children, but Dr. H. H. Home 
has said : "The Bible is the child's own Book, for in it are 
children, talking animals, moving narration, dramatic action, 
and vivid imagination. In it, too, is the story, the best vehicle 
of truth for the mind of a child. The problem is only one 
of selection. Give the Bible a chance to attract children 
through its children and you will not have to prescribe its 
reading." It is this wonderful Book which furnishes the 
material for the lessons of the Sunday-school. 

2. The lesson. The lesson is that portion of the Bible 
material which is selected for special study. There are two 
courses of lessons now in general use, the International Graded 

Lesson Course and the International Uniform 
Two 
Courses Lesson Course. While the Uniform Lessons come 

first in point of age, the Graded Lessons have 
excelled them in merit, and so throughout this book Graded 
Lessons will be given the precedence. The difficulty of adapt- 
ing the Uniform Lessons to the spiritual needs of the pupils 

148 7 



MATERIAL AND IMPORTANT TRUTHS 149 

in the Beginners' Department brought about the authorization 
of a special Two-year International Course of Beginners' Les- 
sons. This was the first step toward the complete course of 
Graded Lessons. Finding this Beginners' Course practical and 
helpful, at the urgent request of many Sunday-school workers 
and educators the International Lesson Committee were 
authorized to prepare a Course of Graded Lessons for the 
entire school. Primary teachers are now availing themselves 
of this Course of Lessons for use in their Department. This 
Course of Graded Lessons does not do away with the Uni- 
form Lessons for those who desire them, but is a substitute 
course provided for those schools which prefer to use it. 
The purpose of the Graded Lessons, as stated, is "To meet 
the spiritual needs of the pupil in each stage of his develop- 
ment." 

II. Graded Lessons 

1. Their scope and purpose. In the Lessons which the 
Graded Course provides for the Primary Department no his- 
torical sequence of events is preserved, but instead a general 

theme is selected and several lessons are taught 
The Themes . , i , , _, i 

Selected. wltn " ut one cen tral truth. The themes se- 
lected are those which make their own ap- 
peal to the child. For instance, under the general theme, 
"God the Protector," are lessons on "The Baby Jesus Saved 
from Danger," "The Story of the Baby Moses," "Hiding a 
Boy King," "Review," "A Lonely Hiding Place," "Led by 
a Pillar of Cloud and Fire," "The Story of Jacob's Ladder," 
"Review." Pupils of the Primary Department are able to 
apply in their own lives the truths of the lessons selected for 
this course, and this means greater spiritual development. 
Having several lessons grouped under one theme leads to 
the constant review of the one truth, helping to impress that 
truth on the mind of the child as is not possible when a dif- 
ferent theme is presented each Sunday. Superintendents and 
teachers in schools where this Course of Graded Lessons is 

7 



150 ELEMENTARY WORKER AND HIS WORK 

being taught are enthusiastic about it and the children find 
greater delight in the lessons and learn more from them than 
before. 

A Primary teacher may visit any other Primary Depart- 
ment using the Graded Lessons and find the same lesson being 
taught in that Department as is being taught on the same 
Sunday in her own school. Although at the 

Objections , , , . . . , 

Overcome teachers meeting the exposition of no one lesson 

will help the teachers of the entire school in their 
lesson preparation for the next Sunday, the introduction of 
the Graded Lessons will be likely to lead to a discussion of 
principles and methods. These lesson principles can then 
be applied to the teaching of any lesson in any Department 
of the school. This will be in the end far more helpful to 
the teachers than the exposition of any one lesson could pos- 
sibly be. (For the further treatment of the Graded Lessons 
read Leaflet 14 of the Sunday School Series Leaflets, published 
by The Board of Sunday Schools.) 

III. Uniform Lessons 

1. Advantages claimed. Many Primary Departments have 
been using the International Uniform Lessons,- and some 
schools still continue to use them. In these lessons the same 
The Same material is used in all Departments of the school. 
Lesson for The advantages claimed for this system are : the 
Ail Members children in the home are studying the same lesson 
of the Family that the j der mem b ers of the home study, in this 
way the older members of the home may help the younger 
ones without any special study; a visitor to the Sunday-school 
finds the same lesson taught in all of its Departments ; if a 
review is desired in the school, the whole school may assemble 
and be reviewed on the one lesson; in teachers' meetings the 
discussion of the lesson for the next Sunday is helpful to 
the teachers of all Departments. 

2. Disadvantages. The Uniform Lessons have their dis- 



MATERIAL AND IMPORTANT TRUTHS 151 

advantages, especially in the classes of younger children. A 
lesson which is very well suited to the needs of the adult 
portion of the school may have little in it which is suited 
to the needs of the younger children; this makes it very dif- 
ficult for the teacher to adapt the lesson to the 
Adaptation spiritual needs of the child. It has been the 
method of the Lesson Committee in preparing 
the Uniform Lessons to cover the Bible in six years' lesson 
study, spending almost equal time between the Old Testament 
and the New Testament. By this method it has been neces- 
sary to omit many Bible incidents and narratives, so that 
after a study of several years on the Uniform Lessons a pupil 
has little knowledge of the consecutive events of the Bible; 
his knowledge consists rather of a number of poorly related 
facts and truths. With a different lesson truth to be learned 
each Sunday, the children in the Primary Department can 
not master it, and they also find it difficult to remember for 
any length of time. 

IV. Supplemental Lessons 

1. Their value and arrangement. Supplemental Lessons 

are now in general use where the Uniform Lessons are taught. 

These Supplemental Lessons have been arranged to meet 

the varied needs of the children in the Ele- 

he asis mentary Grades particularly. Leaflet 11 of the 
for Promo- 
tion Sunday School Series Leaflets published by The 

Board of Sunday Schools gives a further treat- 
ment of "Supplementary Lessons for Elementary Grades." 
The lessons are planned for a certain amount of work to 
be accomplished each year, and this is intended to be made 
the basis of promotion from grade to grade and from De- 
partment to Department. For the Primary Department these 
lessons consist of Bible verses which the children learn after 
they have been carefully explained by the teacher. These 
verses are selected because they embody certain fundamental 



152 ELEMENTARY WORKER AND HIS WORK 

truths which the pupils need to know, and the teacher should 
not only teach the words of the verse, but should see that 
the explanation of the meaning of the verse is clearly under- 
stood by the children. Usually these Supplemental Lessons 
are taught by the class teachers of the Department. This 
course for the Primary Department is followed by a course 
of supplemental studies for the Junior Department which aims 
to give a more specific knowledge of the Bible in general and 
the books of the Bible and their contents in particular. With 
this course of Supplemental Lessons in the school it is pos- 
sible to give the pupil a far more systematic and specific 
knowledge of the Bible than is possible when the Uniform 
Lessons alone are in use. The essential truths and almost 
all of the texts used in the Supplemental Lessons referred to 
have been incorporated in the new Graded Lessons, thus mak- 
ing the Graded Lessons complete in themselves. 

V. Material Other Than from the Bible 

i. Stories for special occasions. While the Bible material 
is the material used principally in the Primary Department 
of the Sunday-school there is other material which may most 

helpfully contribute to the child's understanding 
Stories by of the Bibk truths< Where the Graded Lessons 
intendent are taught by the class teachers the Superintendent 

will find it possible to do more story-telling than 
formerly. Let every patriotic occasion be noticed in the 
Primary Department by a well-told story. Holidays and spe- 
cial days give the Superintendent another opportunity to con- 
nect the Sunday-school with the vital interests of the child's 
life. Since the day when school opens and the day it closes 
are very great occasions for the children, let an appropriate 
story be told in the Primary Department of the Sunday-school 
on the Sunday preceding them. On other days the Superin- 
tendent may tell a missionary story, a nature story, or some 
other story which is either in line with the child's special in- 
terest at the time or in line with the lessons to be taught 
that day. 7 



MATERIAL AND IMPORTANT TRUTHS 153 

2. Stories that illustrate lesson truths. Stories other 
than the lesson story will come into the lesson presentation, 
for sometimes the point of contact with the children will be 
through a story like the truth of the lesson. Possibly the 
application will be made by the story of another child who 

applied the lesson to his life. Children try to see 
Told by themselves by comparison and they are constantly 

Teachers comparing themselves with the children in the 

story. The Primary teacher teaches the children 
during the period when they are especially fond of stories, 
and she may use the story as an instrument for the building 
of character. It is said of a little girl that she told her mother 
she loved her Sunday-school teacher because she was "such a 
great story-er." In the public school opportunity is given the 
child to re-tell the story to the teacher, thus fixing it firmly 
in mind; in the Sunday-school the same thing is accomplished 
when the children re-tell the lesson story as a review. Special 
opportunity for the re-telling of stories by the pupil is given 
during the study of each general theme in the Graded Course. 

3. The selection of stories. There are certain things 
which the teacher should keep in mind in her selection of 
stories for use in the Sunday-school. Children are more in- 
terested at the Primary age in stories of other 

Facts to be . . 

Remembered children than in stories of adults. All stories 

must be upon the plane of the child's experience. 

When a story is used in connection with the lesson story 

for the purpose of adding clearness it must suggest the same 

truth as that embodied in the lesson story. The same is 

true when a story is used as an introduction to the lesson. 

Two unrelated stories will only add to the child's confusion, 

but sometimes two stories clearly setting forth the same truth 

will aid in giving the child a better conception of that truth. 

4. Where to find good stories. Many teachers ask where 
they can find good stories to tell the children. Many beauti- 
ful Bible stories may be found in the Berean Graded Primary 
Lessons by Marion Thomas. Other excellent collections are, 

7 



154 ELEMENTARY WORKER AND HIS WORK 

"Kindergarten Bible Stories," Cragin; "Children's Treasury of 
Bible Stories," Gaskoin; "The Garden of Eden," Hodges. 1 
Of course many of these stories will have to be adapted to 
the particular class to which they are to be told, but that is 
not difficult for the teacher after a little practice. True stories 
of mission fields are easily adapted for telling to children 
and are of never-failing interest to them. 

VI. Missionary and Temperance Material 

i. The need of missionary and temperance teaching. 

The subjects of Missions and Temperance need special teach- 
ing in the Primary Department. To the Primary teacher 
Ability to comes the first great responsibility in teaching 
Interest these subjects, and if her work is faithfully and 

Grows from carefully done it is her privilege to sow early 
now e ge ^ e seec [ s Q f interest in these two great causes. 
It is generally accepted as the first of the laws of teaching 
that the teacher must know that which she would teach. With- 
out knowledge on the subjects of missions and temperance 
it will be well-nigh impossible to interest the children in these 
subjects; the converse is fortunately true, however, for a 
knowledge of these subjects makes it easy to interest the 
children in them. 

2. Missions. The ways in which missions may be taught 
interestingly in the Primary Department are only limited by 
the willingness of the Superintendent and teachers to adapt 
Making Mis- to t ^ ie understanding of the children the number- 
sions inter- less stories and devices which are easily procured, 
esting and The question of how often missions should be 
instructive presented in the Primary room is frequently 



1 Two good general collections of stories are found in "How to Tell 
Stories to Children" and "Stories to Tell Children," both by Sarah Cone 
Bryant. A good bibliography of lists of stories is found in "Helps in 
Library Work with Children," published and supplied free by the State 
Board of Education, Hartford, Conn. Consult especially a list of "Good 
Stories to Tell Children Under Twelve" (5 cents), Carnegie Library, 
Pittsburg. 7 



MATERIAL AND IMPORTANT TRUTHS 155 

asked. The Methodist Episcopal Church makes definite pro- 
vision for missionary teaching, for it organizes every Sunday- 
school into a missionary society. One Sunday a month is set 
aside as Missionary Sunday and should be observed as such in 
the Primary Department as it is in the other parts of the 
school. In the Graded Lessons there are certain distinctively 
missionary lessons in the second year's course, as also else- 
where in the series. These will be taught by the class teach- 
ers as are the other lessons of the course. Aside from this 
regular teaching, there will be many times when a missionary 
story may be told to illustrate the lesson, or a missionary 
song be sung or mention made of the missionary use of the 
offering. In schools using the Uniform Lessons the program 
may be varied on Missionary Sunday by having the class 
teachers teach the regular lesson for the day, taking about fif- 
teen minutes to do so and letting the Superintendent teach the 
missionary lesson in place of the Supplemental Lesson. Do 
not limit the missionary teaching to that of either the Home 
or Foreign Field. The children should have an interest in 
and give toward both Home and Foreign work. Remembering 
that the child's interest aroused by the impression made must 
lead to expression on his part, ways in which his interest may 
express itself in service should be provided by the teacher. 
3. Temperance. There are a great many teachers who 
question the advisability of teaching temperance in the Pri- 
mary Department, but perhaps a little thoughtful consideration 
of the subject would convince them of the need. 

The Need But— vou ask— does the child under nine, that 
and How to . 

Meet it little innocent child, need temperance teaching? 

What of the crimes committed by children of 
which the newspapers are so willing to keep us informed? 
What of the boy of nine who told his teacher that he missed 
the saloon after it was burned because he always had a glass 
of beer on his way home from school? What of the Junior 
boy who came drunk to Sunday-school one Sunday? What 
of the methods in vogue with saloon keepers of treating the 

7 



156 ELEMENTARY WORKER AND HIS WORK 

boys whenever they have a chance? When will the tempta- 
tion come to children in your class — can you tell? With the 
children in the Primary Department the positive rather than 
the negative side of the matter must be presented. Teach the 
virtues of temperance rather than the woes of intemperance. 
Do not dwell with these little children on the horrible pic- 
ture of the man who reels in intoxication so much as upon 
the manly, clean-looking fellow who neither drinks, smokes, 
nor uses tobacco in any form. The Primary child needs les- 
sons on self-control and the making of right choices as a 
foundation, and such lessons are very strongly given in the 
Graded Lessons. Give them an ideal toward which to look, 
for they are all great imitators at this period in their life. 
For those teachers who are looking for good temperance ma- 
terial there is a book by Miss Mabel Freese, "Temperance 
Helps for Primary Teachers," which, although written for 
the help of the public school teacher, is full of good material 
for temperance teaching in the Sunday-school and is strong 
in its positive truths. Another book is by Miss Belle Brain, 
"Weapons for Temperance Warfare." The Sunday-school De- 
partment of the W. C. T. U. issues in leaflet form helps for 
Sunday-school teachers on the same great problem. The Pri- 
mary Superintendent or teacher who systematically teaches 
temperance soon finds it her joy to do so, and she will find 
that even in the Primary class there is opportunity to press 
home its truths. 

Lesson Outline: 

I. The Chief Source of Material, 
i. The Book. 
2. The lesson. 
II. Graded Lessons. 

i. Their scope and purpose. 
III. Uniform Lessons. 

i. Advantages claimed. 
2. Disadvantages. 



MATERIAL AND IMPORTANT TRUTHS 157 

IV. Supplemental Lessons. 

1. Their value and arrangement. 
V. Material Other than the Bible. 

1. Stories for special occasions. 

2. Stories that illustrate lesson truths. 

3. Selection of stories. 

4. Where to find good stories. 

VI. Missionary and Temperance Material. 

1. The need of missionary and temperance teaching. 

2. Missions. 

3. Temperance. 

Bibliography: 

Trull, "Missionary Methods for Sunday School Work- 
ers/' 
Griggs, "The Children of Mission Lands." 

Topics for Special Study: 

1. The advantages of the Graded Lessons. 

2. A missionary program for the Primary Department. 

Topics for Class Discussion: 

1. What makes the Bible the children's Book? 

2. What is the purpose of the Graded Lessons and how 

is it accomplished? 

3. Of what value are the Supplemental Lessons? 

4. How should the Supplemental Lessons be taught? 

5. Name four uses of the story. 

6. How should stories be selected? 

7. How may the missionary and temperance topics be 

made interesting to children? 

8. What method should be used in presenting the tem- 

perance question to children? 



CHAPTER XV 

THE LESSON: PREPARATION AND PRESEN- 
TATION 

I. Lesson Preparation 

i. The teacher's necessary equipment. There are three 
things which should be a part of every teacher's equipment: 
first, knowledge of the child, or the activities of the soul 

through which the child learns ; second, knowledge 
K f n °^ ledge of the subject matter to be taught— in the case 
Subjects °^ tne Sunday-school teacher, general and specific 

Bible knowledge; third, knowledge of the laws 
and processes of teaching. The teacher may know the child 
and know the subject, but she must also know how to 
transmit her knowledge to the child so that its truths may 
become living realities in the child's life. Her knowledge of 
the child and of the subject is of little value to her as a 
teacher unless she is able to become the connecting medium 
between the two. 

2. Educational principles. Underlying all educational 
principles are psychological laws, the laws which God has fixed 
for the growth of the human soul. A study of these laws 

should, then, precede the study of the educational 
Laws Upon p r j nc ipi es based upon them. These laws have 
are Based keen on ^ hinted at in the first chapter of this 

book, but further study will aid the teachers in 
seeing them more clearly. From a study of these laws 
educators have enunciated educational principles upon which 
the teacher bases her teaching processes either consciously or 
unconsciously. For instance, in the first chapter it was stated 
that knowledge is largely gained during the first years of a 

158 T 



PREPARATION AND PRESENTATION 159 

child's life through sense contact. This is a statement of a 
psychological law. As the child handles objects he gradually 
learns the names by which the adult refers to the object. 
As he begins to distinguish the qualities of the object he 
learns to apply to these qualities the names which are given 
them by adults. For example : the child is given an apple, 
and as he handles it hears it called an apple ; later when 
shown an apple he recognizes it as very similar to the object 
which he has handled, and so gradually he learns to know 
and name an apple when he sees one. As he feels the sur- 
face of the apple he finds it smooth as compared to the 
surface of other objects which he handles, and by hearing 
the word "smooth" applied to the surface of the apple and 
to other objects having the same quality of surface he grows 
able to recognize that quality, giving it the name applied by 
the adult. In this way the child acquires the language of the 
adult. This method of teaching reaches its largest use in the 
kindergarten. Again, we stated in the first chapter that chil- 
dren live largely in the realm of feeling. From this law 
Pestalozzi draws the conclusion that "I had to arouse in 
my pupils pure, moral, and noble feelings so that afterwards 
in external things I might be sure of their ready attention, 
activity, and obedience." Therefore, instead of trying to 
suppress the feelings of the child, teachers follow the method 
of Pestalozzi and try to train and cultivate those feelings 
that they may produce right action on the part of the child, 
an illustration of one of the greatest of educational principles. 
There is not sufficient space in this chapter for an adequate 
discussion of the subject, but the teacher will find such dis- 
cussion in any good book on the subject of pedagogy. 

3. General method. With some knowledge of the edu- 
cational principles which are based upon the psychological 
laws of soul growth, we come to the general method of 
lesson preparation. The teacher must have a general knowl- 
edge of the lesson material which she is to teach. She must 
prepare her own heart-life for the great task before her of 



i6o ELEMENTARY WORKER AND HIS WORK 

reducing the material and truths of the lesson to terms of a 
child's understanding and appreciation. If the teacher selects 
certain hours of the week and reserves them for lesson plan- 
ning she will not be left Saturday night with no idea of what 
she will teach on the morrow. To set aside a time for lesson 
Thorough planning and to strictly adhere to that time will 
Knowledge save the teacher no little trouble. If the time 
of Material S et for the lesson preparation is early in the 
to e aug t wee ^ t ] ien eac j 1 ^ ay w ju bring a wealth of illus- 
tration for the lesson truth. The teacher should read the 
lesson passage from the Bible itself, following out the mar- 
ginal references and supplementing with original study from 
other sources. Many teachers make the mistake of going 
directly to the lesson development as found in some lesson 
help, and this hinders them in original and unhampered lesson 
preparation. Some teachers think it not necessary to study 
so broadly when preparing to teach in the Primary class, but 
surely all the material possible must be thoroughly studied 
if the teacher would see the truth in all its lights and present 
to the children a clear, forceful story of that truth. It is 
hardly possible for the teacher to get too much knowledge 
of her subject if she is to prepare an interesting lesson story. 
4. Special method. We now come to the special method 
of lesson preparation. Taking the text as it is given us we 
fit it for the child's understanding. If the truth is negatively 

expressed in the text we must make our statement 
Ma'teriaf * °* ** positive, if it is abstract we must make it 

concrete, and then plan how the impression re- 
ceived through the teaching may lead to expression in the 
life of the child. In the Uniform Lessons it often happens 
that the Biblical material selected contains the negative or ab- 
stract statement of the lesson truth. If, for example, the 
lesson should be found in Matthew 11:20-30, a lesson of 
warning and invitation, the teacher should dwell upon the 
concluding verses so that the child would go home with 
the invitation emphasized in his mind instead of the wrongs 



PREPARATION AND PRESENTATION 161 

which made the warning necessary. Or, if the lessons of tem- 
perance be taught, do not impress the woes of intemperance, 
but rather the blessings of temperance and let those blessings 
be enumerated in concrete form. In the Graded Lessons spe- 
cial care has been taken in the selection of texts, that each 
shall contain a truth suited to the child's need and expressed 
in positive and concrete form. The teacher will need to go 
carefully over the material which she has gathered on the 
lesson theme and select that which she needs to illustrate 
the truth for the day. Everything must be made subordinate 
to this truth if it is to be clearly presented. All descriptions 
and detail must serve to make plain the truth which the 
child should be able to see clearly through the entire lesson. 

The story is the best form in which to present the lesson. 
Home says, "The story is the best vehicle of truth for the 
mind of a child." After having the lesson truth clearly in 
mind and having gathered the material which is best related 
to that truth, this material must be woven into story form 
about the truth. 

There are four parts to every well constructed story: 

(a) an introduction, selected from the child's experience; 

(b) a logical progression of the facts in the story; (c) a 
climax; (d) a conclusion. 

(a) The Introduction. This is the point of contact which 

the teacher will use in preparing the mind of the child for 

the particular truth for the day. The child can not under- 

_ . . stand nor can he retain in memory isolated facts 

Point of , 

Contact or truths. Only as the truth presented has some 

association with his present fund of knowledge 
can he add it to that knowledge. The lesson which we pre- 
sent will bring to the child a new truth or a new phase of 
the old truth. He can only be interested in it and remember 
it as it becomes associated with knowledge he has already 
acquired. The bridge which we use to connect the old knowl- 
edge with the new and prepare the mind for the new truth 
is called the point of contact. The best point of contact is 

7 



162 ELEMENTARY WORKER AND HIS WORK 

one which is like the truth to be taught. It may be a picture 
about which the child can tell us some things, and about which 
we can tell him many things which will add to his store of 
knowledge. Again, it may be a story drawing upon some 
experience of the child, linking that experience with the ex- 
perience of the characters in the lesson story, thus bringing 
a new truth to the child. One of the simplest points of con- 
tact comes through the review of the lesson of the previous 
Sunday. If the teacher waits until she comes to the class 
before deciding her point of contact it is likely not to be so 
well adapted to its purpose as when thought out beforehand, 
and it may also be faulty in the words so hastily selected. 
This part of the lesson story should not, however, be too 
rigidly fixed before coming to the class, for it is far more 
helpful to the child if he introduce the point of contact in 
something he shall say or do than if the teacher find that 
contact for him. 

(b) The Progression of Facts, or Development of the Story. 
Every story is made up of a series of word pictures which 

sustain a certain relationship to one another, 
of Story ' Some naturally precede others and should be so 

arranged. If these word pictures do not appear 
in their logical order the continuity of the story is inter- 
rupted and the interest of the listener wanes. 

(c) The Climax. There is always some part of a lesson 
story which reveals most clearly the truth to be taught. This 
is the climax of the story and should be its goal; without 
The it the story would be "flat" and uninteresting. 
Climax Decide which word picture contains this climax 
and lead up to it. It may be made to appear as the climax 
by the way in which it is told, the tone of voice, the ex- 
pression, the dramatic intensity, or the fuller elaboration of 
detail. Be sure that it comes in its proper place — just before 
the conclusion of the story, else the interest will abate in 
the anti-climax. 

(d) The Conclusion. The conclusion of a story should 



PREPARATION AND PRESENTATION 163 

follow very quickly after the climax. It should be brief — 
for if the story has set forth the truth as it ought in the tell- 
ing, the children already desire to do what it has suggested. 
They should find it impossible to listen to the lesson with- 
out knowing how it may be applied in their lives. The purpose 

of the conclusion is to help them see how they 
Applying . 

the Lesson can ^° something rather than to try to make them 

want to do something. Indeed, sometimes the con- 
clusion may not attempt anything more than the rounding out 
of the story, so the children shall draw the long breath of con- 
tent and satisfaction. Many of Jesus' stories ended in this 
manner, yet so wonderfully were they told that the listeners 
saw clearly without a special application what their duty was. 
Sometimes a song or word of prayer, or the teacher's an- 
nouncement of her own purpose in the matter of action, will 
make an effective close. 

II. General Suggestions Upon Lesson Presentation 

Children are not interested in long descriptions, therefore 
the descriptive element of the story must not be prominent. 
Neither are they interested in explanation, nor in morals. 
They are intensely interested in action. Let the lesson story, 
then, have in it as much action as possible. Let the facts 
of the story be grouped about the action of one or two per- 
sons — children lose interest in a story involving too many 
people. Get the logical sequence of the happenings of the 
story well in mind. Study well the words in which you tell 
the story, letting them always be so simple that they will not 
need explanation. Children enjoy repetition in a story, so the 
teacher may repeat certain phrases or sentences without in- 
jury to the story. It has been found by observation in the 
first grade of the public school that the stories the children 
enjoyed most were those in which there was a large element 
of repetition, and repetition will help to fix the truth in the 
mind of the child. In repeating, however, be sure that it is 
the important phrase that is repeated rather than the unim- 

7 



i6 4 ELEMENTARY WORKER AND HIS WORK 

portant, for what is repeated the children remember longest, 

and this repetition should be closely associated with the truth 

you are teaching. 

In addition to the care of preparation, teachers should 

remember that much depends upon the way in which a story 

is told. Some very beautiful and carefully planned stories 

are spoiled by poor telling. Stories read are of 
The Telling * , , ■ . * , ,. 

of a Story not neai "ly so much interest as stories told, for 

the reason that the appreciation of the story teller 
adds such great interest to the story. Tell the story in your 
own words. If the story is memorized the teller of it feels 
handicapped, but if she has made the sense of it her own 
she need not stop to think of the words to use. Try to forget 
yourself; tell the story simply; if two words occur to you 
either one of which will express the thought equally well, 
choose the simpler word. Do not have any studied motions ; 
if the story lives in you, you will have no need of elocutionary 
gestures. Do not make or allow any interruptions during the 
telling of the story. Many teachers make the mistake of 
constantly interrupting themselves to ask the children ques- 
tions. This breaks the continuity of the story and it loses 
interest for both the listenter and the teller of it. If a child 
make a suggestion during the telling of the story, the teacher 
may nod and perhaps make the suggestion a part of the story 
in the very next sentence, but must not stop then to discuss 
the matter with the child. If the story is to have zest the 
teller of it must thoroughly enjoy it herself. It must be a 
part of her, she must live in it, and let it live in her. Sara 
Cone Bryant says, "Possess the story and let it possess you." 
This is the secret of good story telling, which like other 
arts may be acquired. 

Teachers are constantly saying, "But I can not put the 
lesson material in story form for I am not a good story 
teller." There is but one way to become a good story teller — 
by practice. The first time that a teacher attempts to tell 
the children a story she is usually very much embarrassed. 



PREPARATION AND PRESENTATION 165 

When she is through telling it it seems to her she has left 
out half of what she intended to say, and the best part at that. 
It is characteristic of some teachers to want never to tell 
another story; of others it is characteristic to keep on trying 
until some degree of success is attained. The first kind of 
How to Ac- teacher will never become a good story-teller ; 
quire the Art the second will become one of the favorites of the 
of story children, for all children love a teacher who can 

ins tell stories well. There are some teachers who 

with apparent ease stand before a large class of children and 
tell a story, but back of it all there is usually practice, both 
alone and before smaller groups of children. One who is 
willing to pay the price will reap the reward in proficiency 
in a delightful art. 

Lesson Outline: 

I. Lesson Preparation. 

1. The teacher's necessary equipment. 

2. Educational principles. 

3. General method. 

4. Special method. 

II. General Suggestions Upon Story Presentation. 
Bibliography: 

St. John, "Stories and Story Telling. ,, 
Bryant, "How to Tell Stones." 
Hervey, "Picture Work." 

Topics for Special Study: 

1. Method in lesson presentation. 

2. Story telling in principle and practice. 

Topics for Class Discussion: 

1. Name three subjects of which the teacher should 

possess knowledge. 

2. Knowledge of which of these three subjects is most 

necessary to the teacher and why? 



i66 ELEMENTARY WORKER AND HIS WORK 

3. How are educational principles formed? 

4. Name the parts of a well-constructed story. 

5. What is meant by a point of contact? 

6. What is the value of the lesson application, and how 

may it be brought before the class? 

7. Give some general rules about preparing a story. 



CHAPTER XVI 
THE PROGRAM 

I. The Arrangement of the Program 

i. Necessity for careful planning. The necessity of care- 
fully planning the lesson for the Primary Department is 
realized by most Primary Superintendents, but there are 

many who neglect to plan the program. The hour 
Indirect , . , to , F , . * , 

Teaching which the teacher spends with the children in 

the Sunday-school room is in point of time so 
brief and in opportunity so great that it requires most thought- 
ful and careful program planning. The children learn through 
the indirect teaching contained in song, prayer, fellowship, 
and giving services almost as much as through the direct 
lesson teaching. Having well in mind the truth to be im- 
pressed, every part of the program is planned to emphasize 
that truth. It is the truth which determines the songs to be 
used, the stories to be told, and the prayer service for the 
day. The length of time given to the Primary session is 
usually an hour; we must so arrange the details of the work 
that they will come within that time. The lesson teaching 
usually occupies fifteen minutes in the Primary Department, 
so that the remainder of a session must come within a period 
of about three-quarters of an hour. 

2. An outline program. The following is a general out- 
line program in use in many Primary Departments ; this 
is, of course, to be considered as suggestive rather than 
absolute : 

167 7 



168 ELEMENTARY WORKER AND HIS WORK 

Quiet music and opening service 5 min. 

Prayer service 5 " 

Fellowship service 5 " 

Offering service 5 " 

„,. . . Handwork — Story period — Supplemental 

The Division _ J * v * 

of Time Lesson 10 

Song 5 " 

Lesson 15 " 

Putting on wraps 5 " 

Closing prayer and song 5 " 



Total 60 min. 

It was stated in the first chapter of this book that the 

physical and mental fatigue point was quickly reached by the 

child of Primary age. For this reason the lesson period must 

not be long and at various intervals throughout 

xpianation ^ p r0 g ram provision must be made for an out- 

of the Out- \ & i F . . . _ ■ 

line Program * et through activities. In the suggested outline 
such provision is made. The making of records 
and the distribution of papers may be done before and after 
the session in order that every minute may count for the 
most. The period suggested for handwork or as a story 
period may in a school where the Uniform Lesson is taught 
be used for the Supplemental Lesson. If this period is not 
used for handwork, possibly the handwork may be done be- 
fore the school session. Let the session open with quiet 
music rather than the ringing of a bell. There is no need 
of a bell in the Primary Department for any part of the 
session. After the opening song and again after the prayer 
service there should be opportunity given for tardy pupils 
to enter. Do not allow the tardy pupils to come into the 
room during the opening service for that will make con- 
fusion. 

3. Giving variety to the program. There is need of 
variety in the program of the Primary Department, but some 



THE PROGRAM 169 

people construe this to mean that every Sunday or two the 

entire program should be changed. It is best to preserve the 

same general order of program Sunday after 

Necessitv 

and Method Sunday so that teachers and pupils may be thor- 
oughly familiar with it. Let variety be given by 
a new song and by changing the parts of a service rather 
than the order of the service. 

II. The Detail of the Program 

1. General statement. Since the way in which the Super- 
intendent may avail herself of story-telling opportunities, and 
the matter of the lesson itself have already been spoken of, 

and because the Praise Service will be treated 
Where Other latef under the chapter on "Music," and Birth- 
Details are 
Found days un der the chapter "Outside Activities/' little 

will be said about them in this chapter. In the 
chapter on "Handwork" will be found suggestions pertain- 
ing to that portion of the school work. The Primary teachers 
should always hear the notices for the week, but as these 
notices will not be of interest to the children of the Depart- 
ment, they should be given immediately at the close of the ses- 
sion if orally given. If the notices are printed on a Church 
calendar, the calendar should be sent into the homes of the 
children together with the lesson papers which are given out 
at the close of the session. 

2. Records. It has been stated that in order to save the 
time of the session the matter of records should be attended 
to before the session opens. The secretary should be seated 

at the door or just outside the door when each 
When Made cm ld enters the room. As the child passes her 

desk on his way into the room he will leave his 
offering with her and she will indicate his presence in her 
records. A card index is much better for the purpose than 
a record book. The cards should be arranged in the box 
alphabetically with the names of the children showing dis- 
tinctly. As each child passes the desk the Secretary will 



170 ELEMENTARY WORKER AND HIS WORK 

record his presence by taking the card from the box and 
putting it on the desk; then the offering in an envelope may 
be laid upon the card. In this way the records are quickly 
and easily made, both of attendance and the amount of offer- 
ing. If the teacher takes the record of attendance in her own 
class, as much as possible of the work should be done before 
the session opens. Let there be a definite time for collecting 
the record books — before the lesson story begins, that the 
class may not be interrupted during the teaching. Offering 
envelopes will ensure the safekeeping of the money with which 
the child left home until he reaches the school and will also 
enable the secretary to make an accurate account of the money 
brought by the individual child each Sunday. This with the 
record of attendance may be reported to the parents once a 
quarter if desired. The cards remaining in the box will bear 
the names of the children who are absent. Each card should 
have on it also the number of the class of which the child 
is a member. During the session the secretary should make 
a list of the absent scholars, giving to each teacher a list 
of those absent in her class. The teacher visits the scholar 
during the week and the next Sunday leaves on the secre- 
tary^ desk the record of the calls made or letters written 
to the absent ones. This information the secretary then trans- 
fers to the permanent records. 

3. Pre-session work for the children. In almost every 
school there are some children who reach the school building 
long before the Primary session. Unless the Superintendent 

provides some legitimate outlet for their activi- 
its Value j.« es ^ j-hese children may occupy the time in ways 
ment which can not be approved. Preserving order 

by preventing disorder is much the easier task. 
Have some busy work for the children when they first reach 
the school — looking at pictures, writing out the story of last 
Sunday's lesson — anything which will keep their minds and 
hands busy. Many teachers find this the best time to do 
the regular handwork. If the Assistant Superintendent be 



THE PROGRAM 171 

a good story-teller she may be very helpful in the time before 
the session opens by telling the children stories which are 
suggested by the pictures on the picture table. New songs 
may be taught to the children who come early. Let them 
gather at the piano and learn the new songs with the help 
of the pianist so that when the song is taken up as a part 
of the session some of the children will be familiar with it. 

4. The opening service. The session should be opened 
with quiet music followed by an opening service. This open- 
ing service varies in different schools. With some schools 

it consists only of an opening song and a greet- 
Some 
Suggestions m & f rom the Superintendent to the children, with 

a response by the children. In other schools a 
word of greeting by the pastor is given ; sometimes a Scriptural 
service is used. Teachers who desire helpful Scriptural re- 
sponsive services for use in the Primary Department will find 
many in Mari Hofer's "Primary and Junior Songs." 

5. The prayer service. The next division of the pro- 
gram is that of the prayer service. In the prayer service 
are included all prayer songs, sentences leading to prayer, 
mm . . questions concerning the meaning of prayer, and 

Making It . . 

Worshipful expressions of desire or thankfulness on the part 
of the children as well as the prayer itself. Of 
course if there is a Scriptural response as a part of the 
opening service then one should not be used on the same 
Sunday in connection with the prayer service, for the chil- 
dren will tire of too many such services. Children are 
naturally reverent, and if they seem not to be so their ir- 
reverence is usually found to have sufficient cause. There 
are several causes of irreverence in the Primary Department. 
Perhaps chief among them is lack of preparation for prayer. 
It is always unwise to sing a stirring song or a marching 
song immediately before prayer. It is physically and mentally 
impossible for the child to become immediately quiet after 
being so aggressively active. Either a little quiet music, a 
talk concerning the meaning of prayer, or the singing of a 

7 



i;2 ELEMENTARY WORKER AND HIS WORK 

prayer song will produce an atmosphere of reverence in the 
room. Another very common cause of irreverence on the 
part of children during prayer is the length of the petition 
and the use in it of words which the children can not under- 
stand. Let all prayers in the Primary Department be short — 
better far two or three short prayers during the session than 
one long one. Prayer in the Primary Department should 
express the desires, needs, and gratitude which the child can 
really feel and should be offered in terms and expressions 
which the child can understand. For these reasons it is best 
that the prayer should be thought out before the session. 
If the Superintendent comes to the class not knowing what 
the prayer shall be, in all probability it will be much longer 
than it should be and the Superintendent will unconsciously 
use words which the children do not understand. 

6. The fellowship service. In the outline program sug- 
gested the next division is that of the fellowship service. 
The fellowship service includes the welcoming of visitors, 
new scholars, and Cradle Roll visitors ; the recog- 
and Scope nition of birthdays, and the remembrance of the 
sick. Children come to our Sunday-schools from 
all classes of homes, and in the older Departments of the 
school there is sometimes difficulty in securing a unity of 
feeling in the classes. The Primary Department by its use 
of a fellowship service will bring about the beautiful spirit 
of democracy which is an essential of good Sunday-school 
work. In the Sunday-school there should be as hearty a wel- 
come accorded the child from the poor home as the child of 
wealth. Sometimes Sunday-school is the only place in which 
these classes mingle, and the Primary Department is their 
first meeting ground. 

The Superintendent and all the other officers of the De- 
partment should be on the constant lookout for new scholars. 
If the new scholar is not noticed until he has strayed into 
one of the classes it will be difficult to induce him to go 
into another class better suited to his age and attainment. 



THE PROGRAM 173 

If the secretary is at the door she will probably be the first 
to notice the new child. She should find out his name and 
age and call the attention of the Superintendent to the new 
member. In large schools it is well to have an enrollment 

secretary. During some part of the fellowship 
Welcome service introduce the new scholar to the school, 

also any visitor or Cradle Roll member who may 
be present. The Superintendent may greet them and welcome 
them to the school in a few words, or better yet, let the chil- 
dren of the Department greet them with a welcome song. 
As a part of the fellowship service the children having 
had birthdays during the week will come and put their birth- 
day money — a penny for each year of their age — in the birth- 

day bank at the front of the room. In most 

schools a pretty birthday card is given each child. 
Let the birthday child himself count the pennies as he drops 
them in the bank, or let them be counted in unison by the 
other children of the Department. This giving of birthday 
money may be followed by a birthday song or greeting, either 
sung or repeated by all the members of the Department. In 
one school the Superintendent asks the child having the birth- 
day to choose whether there shall be a birthday prayer by 
the Superintendent or a song or greeting by the school. When 
there are several children whose birthdays are to be recog- 
nized, let each one be recognized separately ; it will take more 
time, but the spirit of the occasion will be observed. Other 
suggestions for the birthday service will be found in the 
chapter, "Outside Activities." 

If any of the members of the Department or teacher in 
it are ill, prayer should be offered in the Department for 

„ ,_ them. One child might be asked to take the flow- 

Remember- 1 . , 1 1 . , , 

ing the Sick ers to tne slc ^ one > anc * another might be sup- 
plied with paper and a stamped envelope and 
asked to write to the sick member, telling him all about the 
Sunday-school session and how much he was missed. This 
service of remembrance is of great value for two reasons : 



174 ELEMENTARY WORKER AND HIS WORK 

it gives the pupils in the Department a feeling of responsi- 
bility toward the sick and it helps the sick ones to feel that 
they are missed when they are not able to be out. 

7. The offering service. In many schools the offering 
service is known as the "giving exercise" and is valued more 
as an exercise for the children than as a service of worship. 

_ Help the children to feel that they can "Worship 

As a Feature . . 

of Worship the L° r d by giving. Do not cheapen the service 

by the singing of any song which is not reverent 
and the music or words of which detract from the thought 
of worship. If the Church is to have large givers in the 
future let the Primary Superintendent train the chil- 
dren in the Department to give heartily and gladly. Do not 
cheapen His cause by singing such a song as "Hear the 
Pennies Dropping." The children should be taught what the 
Bible says about giving; they should be told what becomes 
of their gifts ; they should know that if they have not much 
money to give they can give other things, as kind words, 
praise, love, and service. If they have earned the money 
which they bring and the teacher knows this, they should 
be commended for it — never because of the amount brought, 
but because of the service which it represents. If the en- 
velope system of offering is used in the Primary Department 
the offerings will greatly increase in most schools for two 
reasons : one, the children will not lose or spend it on the 
way to Sunday school, and, secondly, the parents are willing 
to give the children more when they see the accurate account 
kept of all money brought. 

If the secretary receives the offering at the door it may 
be brought to the front of the room by one or more of the 

children, and as the children holding the offering 

Manner of s t a nd before the Superintendent, prayer may be 
Receiving . ■ , , 1 1 . 1 1 • 

the Offering offered that the money may be blessed m helping 

others to know about Jesus the children's Friend. 

Sometimes a responsive offering service is used, closing with 

prayer by the Superintendent. If the offering is not taken 



THE PROGRAM 175 

at the door, the children may march during the offering song 
and as they pass a basket held by the secretary or Superin- 
tendent, may place their offering in the basket. In many 
schools the offering is taken up in the classes and a repre- 
sentative of each class brings it to the Superintendent during 
the offering service. All of these methods are good, and a 
great many schools vary the program from year to year by 
varying the form in which the offering is received. 

8. Recognizing special days. The recognition of special 
days is a strong point of contact between the every-day life 
and the Sunday-school life of the child. In the utilization of 

such opportunities the Sunday-school gains added 

e p » interest from the child and increases its influ- 

Point of 
Contact ence u P° n him. In the separate room special 

days may be marked by the singing of a special 
song, the introduction to the children of a few new pictures 
bearing upon the subject of the day, a change in the regular 
order of service by the use of one or two well-selected reci- 
tations or by the teaching of the lesson by a teacher from 
another Sunday-school. The lesson if taught by the Super- 
intendent instead of the class teachers will add variety. Let 
the lesson story be written by the pupils in their own words 
during the period usually given to story-telling or supple- 
mental work. Small reproductions of some famous painting 
on the subject of the day might be given the children to 
take home. Let there be special decoration of the room sug- 
gestive of the special day. 

9, The closing service. To avoid the disorder which 
often follows the closing service let the Superintendent allow 
time for the putting on of -wraps before the session closes 

that she may have a dignified and reverent clos- 

Making It • service. As is suggested in the outline pro- 
Orderly and , . , M , . f . . - 
Reverent gram, the time to be allowed for this is five 

minutes. Let the class teachers help the children 

on with their things while the pianist plays soft music. When 

the pupils have their wraps on, let them come back to their 

7 



176 ELEMENTARY WORKER AND HIS WORK 

places in the class. Chords may be struck on the piano as 
a signal for them to stand, and a song follow, or the closing 
prayer repeated by the school or offered by the Superintendent. 
After this let the pianist begin a march and let the children, 
led by the Superintendent and secretary, march about the 
room and out of the door at the rear. The secretary, who 
has halted near the door, will hand each child the papers 
to be taken home. The children will then pass the Superin- 
tendent, who will shake hands with each child and wish him 
good-bye, or if she desires a word with any pupil she may 
ask him to remain a moment. If any child desires to re- 
main and wait for some one older he can pass on around 
the room instead of out of the door. This will insure the 
orderly and reverent dismissal befitting a Sunday-school ses- 
sion. 

Lesson Outline: 

I. The Arrangement of the Program, 
i. Necessity for careful planning. 

2. An outline program. 

3. Giving variety to the program. 
II. The Detail of the Program. 

1. General statement. 

2. Records. 

3. Pre-session work for the children. 

4. The opening service. 

5. The prayer service. 

6. The fellowship service. 

7. The offering service. 

8. Recognizing special days. 

9. The closing service. 

Bibliography : 

Mead, "Modern Methods in Sunday School Work." 
Poulsson, "The Child's World/' 
Kennedy, "Special Songs and Services." 



THE PROGRAM 177 

Topics for Special Study: 

1. A comparative study of Primary programs noting 

economy of time. 

2. Original research on the sub j eat of records. 

Topics for Class Discussion: 

1. Why is there need of carefully planning a program? 

2. Give an outline program. (Not necessarily the one 

in the chapter.) 

3. What characteristics of the child as spoken of in 

Chapter I must be considered in planning a 
program ? 

4. Suggest ways of giving variety to the program. 

5. When and how is the matter of records to be given 

attention ? 

6. Why should pre-session work be provided for the 

children, and what may it be? 

7. Give three causes of irreverence and tell how to 

overcome each. 

8. What is the value of the fellowship service? 

9. Of what three parts does the fellowship service 

consist? 
10. Why should special days be recognized, and how 
may this recognition be given? 



12 



CHAPTER XVII 
HANDWORK 

I. Reasons for Handwork 

i. Manual expression is self teaching. In the first 

chapter of this book it was stated that the child comes to 

earth without knowledge, but with infinite capacity to acquire 

^ . . . c knowledge. There are three ways in which this 

Definition of . , , • . , , t . 

Handwork knowledge is acquired : by direct teaching and 

training; by indirect teaching, which includes in- 
fluence, and by self teaching. There are many methods of 
self teaching, but those with which the Sunday-school prin- 
cipally deals are two- — the expression in life of the impres- 
sion of truths received in the lesson teaching, and the work 
of the hands by which the impressed truths and facts are 
given visible, tangible form. This last is called handwork. 

2. Manual expression is natural. Throughout the en- 
tire life that which the brain and heart understand the hands 
are eager to express. Notice the little child at play and 

see how well his hands are expressing the thought 
press ideas °f ms Dram - Walter Sargent says : "Small 

children use drawing to express ideas which are 
in their minds. They use marks as they use words, and note 
down their ideas often with slight regard for the facts of 
appearance.' , Notice the man who is describing something 
to his friend and see how natural it is for him to use pencil 
and paper as an aid to verbal explanation. Everywhere and 
in all periods of life there seems to be a spontaneous desire 
to give manual as well as verbal expression to the well- 
understood thought. 

3. Manual expression deepens impression. The manual 

178 7 



Normal and 



HANDWORK 179 

expression of a truth not only fixes that truth more firmly in 
the memory, but frequently leads to a clearer and more defi- 
nite understanding of it. The teacher may re- 

Emphasizes 

the Truth peatedly impress upon the child the truth of 
God's care, the teaching may have been empha- 
sized by story, picture, and song, yet the child will more 
clearly understand that truth, it will be more a part of his 
life if he has drawn a bird's nest to express one phase of 
God's care. 

4. Manual expression is less limited than verbal ex- 
pression. There are many children in the Primary Depart- 
ment for whom verbal expression is very difficult. Not 

only the abnormal child suffering from some 

impediment, but the normal child can give only 
Abnormal . . 

Children partial verbal expression of the truth which he 

really knows, sometimes from bashfulness, but 

more often because of the limitations of his vocabulary. In 

giving manual expression to the same truth the child is much 

less embarrassed and finds delight in expressing himself. 

5. Summary. From the foregoing we see that there 
are four excellent reasons why handwork should be used 
in connection with the lesson teaching: first, because hand- 
work is one form of self teaching; second, be- 

Reasons cause of the spontaneous desire of the child to 

give manual expression of the truths which he 
understands ; third, because such expression leads to a more 
thorough understanding of the truth, and fourth, because the 
child is not embarrassed by limitations in such expression. 
For a fuller development of these reasons than can be given 
here the teacher should read "Handwork in the Sunday 
School," by Milton S. Littlefield. 

II. The Forms of Handwork 

1. How limited. There are two things which limit the 
forms of handwork done in the Primary Department : first, 
the selection of the lesson material, and second, the child's 



180 ELEMENTARY WORKER AND HIS WORK 

ability to express himself through handwork. The lessons 
in the Primary Department are topical rather than historical 
or geographical. They are so developed that they teach 
truths rather than facts, and are usually presented in story 
form. This makes the handwork of the Primary 
Department very different from that done in the 
other Departments of the school. Map work, which forms 
so large a part of the handwork of the other Departments, 
is never attempted in Primary classes, nor is attention given 
to historical or chronological order of events, as in note-book 
work; decorative drawing is never expected from Primary 
pupils. 

No attempt is made in Sunday-school to teach the child 
ways of expressing himself through handwork; that is done 
in the public schools. The Sunday-school takes the child 

~. ~^.. J . with the knowledge which he already has and 
The Child „ , . , • , , , P 

allows him to express his knowledge of spir- 
itual truths in the same way as in the public school he ex- 
presses the material truths which he comprehends. For this 
reason the work done will oftentimes be very crude. 

2. Practical handwork. Since the child is just learning 
to write in the public schools, not much writing is expected 
in the Sunday-school. The writing, especially in the first 
grade of the Primary Department, will be largely 
copying texts or verses, while in the older classes 
the children may write the same without a copy. With draw- 
ing, the child is far more familiar. His knowledge of the 
art of picture making dates back to a time before his school 
days. A large part of the handwork of the Primary De- 
partment will therefore be picturing the concrete examples 
which occur to the child illustrative of the truth he has 
learned. The pasting of a picture which he has selected 
from among many pictures as the one which embodies the 
truth taught is one of the most natural forms of handwork 
for the child. Paper cutting and paper tearing, which he 
has learned to do in the public school, may also be a part 



HANDWORK 181 

of the Sunday-school handwork. Since the object of hand- 
work in the Sunday-school is to lead to self-expression on 
the part of the child, the wise teacher will not seek to dic- 
tate as to the kind of pictures to be drawn, but will be ready 
with suggestions for the child who can not readily think of a 
suitable picture. Give the children as much liberty as possible 
in any kind of handwork and in so doing you will come to a 
new understanding of the ideas of the individual child. 

III. Time for Handwork 

i. During the session. Some schools find that the best 
time to have the handwork done is at the opening of the 
session, but there is no time which can be said to be the 

best for every school. Most Superintendents se- 
Depends j ect the time for handwork with the thought in 

of Handwork m ind that the children need a change after giving 

their attention to the lesson exposition, some time 
about the middle of the session. The time which had best 
be given to handwork depends somewhat upon the kind of 
handwork. If it is used in connection with the Supplemental 
Lesson, as it is in many schools which use the International 
Uniform Lessons, then the period for supplemental teaching 
and handwork may be combined, letting the pupil spend the 
latter part of the period in expressing what has been taught 
during the earlier part of the period. Sometimes the hand- 
work is used as an introduction to the Supplemental Lesson, 
and in this case the children will put on paper the teaching 
of the Sunday previous. In schools using the Graded Les- 
sons the handwork will be helpful in reviewing the truth 
taught on the previous Sunday, making a good preparation 
for the regular lesson. 

2. Outside the session. As has already been suggested 
in the chapter on "Program," there are some schools which 
have the handwork done before the session, putting the 
children to work as soon as they enter the room. In one 
school the work is done at the close of the session for the 

7 



182 ELEMENTARY WORKER AND HIS WORK 

reason that most of the children wait for the older children 
in the other Departments. Formerly during the fifteen min- 
utes between the dismissal of the Primary Department and 
that of the other Departments the children made more or 
less confusion. As it is now, the children who wish may 
leave at the close of the Primary session, but 

Before or those wishing to stay are given handwork to 
After the t . , & r . J 

Session do * or t ^ le next hi teen minutes. Many teachers 

seem to think that the handwork is something to 
be tacked on the lesson teaching, while, in fact, it should be 
recognized as a part of the teaching. If it is so recog- 
nized the teachers and Superintendent will try to find time 
for it as a part of the regular work of the session. 

When handwork is not done in the school session some 
schools give the children handwork to be done at home. In 
instances of this kind the home work suggested will be re- 
lated to the lesson most recently taught in the 
Home Oc- • '■»*■ •<• 1 i * 1 

cupation session. Many parents testify that they are glad 

to have home handwork provided for the children 
to do on Sunday after the Sunday-school session, for they 
wish the children to occupy themselves with pleasures which 
befit the day. This work done at home may be brought 
back to school the next Sunday for inspection, or may be 
kept by the mother until the end of the quarter and then 
brought back for inspection. The majority of teachers who 
follow the plan of home occupation find that having the work 
brought back each Sunday is the better way. The class 
teachers are provided with portfolios for keeping the work, 
and at the end of the quarter at a social gathering the chil- 
dren make covers for their work and either take it home 
or add it to a permanent collection kept by the school. 

IV. Objections to Handwork and How They Are 
Overcome 

i. The objection to the unusual. There are some ob- 
stacles to the introduction of handwork in a school where 



HANDWORK 183 

it has never been done, and so a little time may profitably 
be given to a consideration of the methods which may be 
used in overcoming these obstacles. First, there is the great 
obstacle of prejudice against the unusual. There are in most 
schools teachers and officers who are afraid to attempt any- 
Show thing which has not been done in that particular 

What the school before. Possibly if samples are shown of 
the work done by the pupils where handwork 
is used it might aid to a better understanding of the purpose 
and scope of the work. The opposition is usually because 
the work is not well understood. 

2. Fear of secularizing the Sunday-school. The most 
valid objection against handwork is that it may tend to secu- 
larize the Sunday-school, and so it may unless it is wisely 

directed. Handwork should never be used simply 
Demonstrate ^^ the ^^ren may be amused or kept busy, 
Its Educa- , , , J t , 1 • r 

tionai Value ® ut should teach or strengthen the teaching of 

the lesson. To give the children splints and let 
them play, or crayon that they may draw any picture they 
choose is a great detriment to the whole session. Those who 
advocate handwork believe in its educational value. If the 
advocate of handwork in the school is fully convinced herself 
of the instructional value of the handwork proposed she will 
be able to help others to see that it may be used as a legiti- 
mate part of the lesson teaching. Prejudice against the in- 
troduction of handwork into the school may sometimes be 
overcome by assigning the work to be done at home instead 
of in the class. This will show those interested the kind 
of work it is proposed to have done, and when they find that 
it is entirely educational they may be willing later to have it 
done during the session. 

3. Class teachers fear extra work. Another obstacle 
to handwork is that the class teachers object to the super- 
vision of it because it will make them a little additional 
work. If this obstacle is difficult to overcome the Superin- 
tendent should try to make the work at the beginning as 



184 ELEMENTARY WORKER AND HIS WORK 

light for the class teachers as possible. In all probability as 
they become better acquainted with it they will of their own 
accord give more and more time to its development. Very 
often the reason the teachers oppose handwork is they 
fear that if the work is undertaken the children will not 

fall in with their plans readily and so the teach- 
Lesson ers w ^ have to do the actual work when the 

time comes. If a trial lesson is taught in which 
handwork is introduced the teachers will find that the chil- 
dren are eager for the work and love to be able to express 
themselves in this form. It might be well for the Superin- 
tendent to form the teachers of the Department into a 
class, teaching them a lesson and then asking them, just 
as she would the children, to illustrate it. As the teachers 
recognize their own pleasure in this kind of work they will 
be able to understand the delight of the children in do- 
ing it. 

4. The obstacle of expense. Some schools make an 
obstacle of expense, but reduced to its lowest possible terms 
the expense will be very slight. The pictures used for the 
Reduce Ex- lesson may be clipped from old magazines, the 
penseas crayons do not cost much, and it has been found 

Much as that in a class of six children only three sets 

of crayons will be needed. The paper can be 
bought at small cost at a printing office. If the teacher 
makes known the purpose for which the paper is to be used, 
sometimes the printer finds waste material which he would 
otherwise throw away which he is glad to sell for a small 
sum. 

V. Exhibiting the Handwork 

1. A permanent exhibit. If handwork is done in the 
Primary Department and the work is kept at the school the 
parents and friends of the children and the teachers and 
officers in the other Departments of the school will all be 
eager to see what is being done. In some schools an exhibit 

7 



HANDWORK 185 

of all handwork done in the school is made permanent by 
a Sunday-school museum. The best work of each kind is 
selected by a committee and is placed in the museum for 
permanent exhibition and will also serve as an 
A Sunday- incentive for good work to be done. The maps 
Museum an( ^ c * a y models thus kept will often prove help- 
ful in explaining the lesson in an older class 
where handwork is not done, and the children will be de- 
lighted to have their work used in this way. 

2. An annual exhibit. In schools where there is no 
Sunday-school museum each Department of the school may 
have an annual exhibit of its handwork. To this exhibit 
the friends and parents of the pupils will all 
and Scope be invited, and possibly the teachers of the De- 
partment may serve light refreshments. After 
the exhibit the work may be given the children to carry 
home. If the children know that their work is to be ex- 
hibited along with the rest of the work done in the Depart- 
ment they will try very hard to keep it looking neat and 
clean. 

VI. Requirements for Handwork 

1. A place. There must be a place where the handwork 
can be done. Some schools provide tables, others shelves, 
both of which are spoken of fully in the chapter on "Equip- 
ment." In still other schools the children kneel 

and Tables before their chairs to do the work, but this is 
very uncomfortable. In one school the children 
stand to do the work for the reason that no low tables have 
been provided. In this case the children march to the dining 
room of the church for the period of handwork and work 
upon the ordinary dining tables. There are many schools 
which, having no room for tables or shelves, provide the 
children with cover-boards and the children hold these in 
their laps, resting their work upon them. 

2. Materials for work. A list of materials which will 



186 ELEMENTARY WORKER AND HIS WORK 

help in the handwork is given here, not because each school 
must have all that is mentioned, but because some Superin- 
tendents are at a loss to know what to provide for such 
work. If cutting and pasting are used in handwork, both 

scissors and paste must be provided. Many 
For Teacher ; . , . , . 

and Pupil teachers, in order to save time, cut the pictures 

themselves, and of course this does away with 
the necessity of scissors unless paper cutting is a part of 
the work. Paste is far better than mucilage for the children 
to handle. There should be one tube or bottle of paste for 
each class. Paper for the work may be purchased very 
reasonably from a printing office, and the teacher may select 
the kind and grade of paper which she thinks best. The 
cheapest paper and one which makes an attractive background 
is bogus paper. Pencils and crayons must be provided for 
the making of illustrations or the coloring of those already 
made. It will not be expensive to provide these and the 
class teachers will be expected to keep them in a condition 
to be used. The pictures to be used for pasting may be 
cut from magazines or may be purchased of the Perry or 
the Brown Picture Company. If the pictures are cut from 
magazines each teacher should cut her own, saving them in 
an envelope or box until they come into use. If the chil- 
dren are allowed to choose their own pictures from among 
many and asked for the reason of their choice, it will de- 
velop their conception of the lesson as uniform pictures will 
not. Many of the suggestions used in the kindergarten and 
public schools will be of aid to the Primary Superintendent 
of the Sunday-school. 



Lesson Outline: 

I. Reasons for Handwork. 

i. Manual expression is self teaching. 

2. Manual expression is natural. 

3. Manual expression deepens impression. 



HANDWORK 187 

4. Manual expression is less limited than verbal ex- 

pression. 

5. Summary. 

II. The Forms of Handwork. 

1. How limited. 

2. Practical handwork. 

III. Time for Handwork. 

1. During the session. 

2. Outside the session. 

IV. Objections to Handwork and How They Are Over- 

come. 

1. The objection to the unusual. 

2. The fear of secularizing the Sunday-school. 

3. The fear of extra work on the part of class 

teachers. 

4. The obstacle of expense. 
V. Exhibiting the Handwork. 

1. A permanent exhibit. 

2. An annual exhibit. 

VI. Requirements for Handwork. 

1. A place. 

2. Materials for work. 

.Bibliography: 

Littlefield, "Handwork in the Sunday School." 
Wiggin & Smith, "Froebel's Occupations." 

Topic for Special Study: 

1. Correlating the handwork of the various Depart- 
ments of the school. 

Topics for Class Discussion: 

1. Give a definition of handwork. 

2. For what purpose do children use drawing? 



188 ELEMENTARY WORKER AND HIS WORK 

3. Give four reasons for handwork in the Sunday- 

school. 

4. What are some of the practical forms of handwork 

for the Primary Department? 

5. When is the best time to have handwork done? 

6. State four objections to handwork, and tell how 

they may be overcome. 

7. What advantage is there in exhibiting the hand- 

work? 

8. Name the necessary requirements for handwork. 



CHAPTER XVIII 
MUSIC 

I. The Evolution of Primary Music 

i. Music of the past and present. Progress is nowhere 
more evident in the Sunday-school than in the Primary De- 
partment, and one of the greatest changes there is in the 

kind and quality of the music. There was a 
Kind and „ _ . _ f , 

Quality time in t " e P nm ^ry Department when there were 

very few songs which were adapted to the chil- 
dren. Instead, children were expected to sing the songs which 
were written for the use of the older people in their prayer- 
meetings. It is needless to say that these songs were unsuited 
both in their music and thought to the needs of little children. 
To-day the music taught in the Primary Department is written 
especially for the child's understanding and voice and is the 
result of careful study of the child's nature and needs. 

II. The Child's Love of Music 

i. During the Primary age. The fact that the children 
love music is undeniable. Now and then we hear of a child 
who cries during the singing, but such cases are rare and are 

the result of some inherited peculiarities; such 
Feeling a child is not normal. The children's first idea 

of music is usually that of the lullaby which the 
mother sings to them. Later they find that they, too, can 
make music, and they enjoy doing so. Their love of music 
is especially great at this time because children of Primary 
age live in a realm of feeling and music appeals to their 

189 7 



igo ELEMENTARY WORKER AND HIS WORK 

emotions. If the adult, having passed from the realm of 
feeling into the realm of reason, can still be influenced so 
strongly by music, with what intense enjoyment children must 
greet it. 

III. The Uses of Music 

i. As an aid to memory. Some Sunday-school teachers 
question the advisability of having much music in the Pri- 
mary Department, feeling that more time might be given to 

the lesson if some of the music were omitted. Al- 
Emphasizes -. H . . 

Words though the child s enjoyment of music is very 

great, that in itself is not sufficient reason for 
the teaching of songs in the Primary Department. If we will 
look back into our own childhood we will find that the 
words which were taught us, and then emphasized through 
the vehicle of music, are those which we have remembered 
longest. We do not remember so well the lessons taught 
as we do the songs. If we hear the music the words come 
flooding back to our memories. By association of words 
and music we are able to recall and repeat songs which we 
have not heard since we were children. 

2. As a part of the lesson teaching. Many of the songs 
taught will be really a part of the lesson teaching, for they 
will emphasize the truth which the Superintendent plans to 
develop in her talk with the children. This is 
Care ui Qne Q £ t ^ cn j e f p Ur p ses of the songs used in 

Selection T , . , , 

of Songs tne Department. In planning the program the 

Superintendent should select from the list of 
songs which the children know those which are best suited 
to emphasize the truth of the day; such songs are really a 
part of the teaching and often the chief part. Kindergartners 
recognize this fact, and Primary Superintendents are coming 
more and more to realize it. Some Superintendents make 
the mistake of letting the children select all the songs used 
in the Department and almost never plan the songs when 
planning the program. It is possible for the teacher to 



MUSIC 191 

govern the choice of songs and still allow the children to 
select which of several shall be used. The songs will naturally 
be classified by both Superintendent and children as "Rainy 
Day Songs," "Snow Songs/' "Prayer Songs," "Christmas 
Songs," "Flower Songs," etc. Let the children choose which 
of one group of songs shall be used that day. 

3. The effect of music upon the children. So far in 
this chapter we have spoken of vocal music only. Instru- 
mental music is also of great value in the Primary Depart- 
ment. A school having no musical instrument 
Instrumental . t .,. , . 

Music ls S rea tly handicapped. A piano is best in ac- 

companying children's voices, but an organ is 
better than no instrument. In some instances a violin or 
autoharp has been used. If there is no instrument available 
the children might hum the piece instead of singing the 
words. The effect of this is to produce quiet among the 
children. When the children have become drowsy or listless 
during the session a bright march upon the piano, allowing 
them to march about the room while fresh air is let in, will 
produce both order and attention. 

IV. New Songs 

1. Selecting the new song. Much care should be given 

to the selection of new songs for the Primary Department. 

The value of the song depends upon both words and music 

and whether or not they correspond. Henry F. 

Testing _ „_ . • ,. , 

the Words Cope says : It is just as ridiculous to expect 
a little child to be sincere in singing, 'Out of 
my bondage, sorrow, and night/ as it is to expect a man 
to maintain his self-respect while he sings, 'I am a little 
dewdrop.' " In regard to the words of the new song let 
the teacher question (1) are the words within the range of 
the pupil's understanding? (2) does the thought expressed in 
the song teach a helpful truth? (3) is the child's natural 
desire and gratitude expressed in the song? 

Concerning the melody let the teacher question (1) is the 



192 ELEMENTARY WORKER AND HIS WORK 

music of good quality? (2) is it within easy range of the 

child's voice? (3) does it help to express the thought of 

the words? Songs which will stand these tests of words 

and melody will be the ones suited for use in the Primary 

_ . . Department. Sometimes it is possible for the 

Testing the « . , • 

Melody Superintendent or pianist to transpose either 

words or music so that it may better express 

the thought, come more largely within the understanding of 

the pupil, or be more perfectly adapted to the voice. 

2. Teaching the words of the new song. The children 

will neither enjoy nor be benefited by the teaching of a song 

the words of which they do not understand. Sometimes we 

_ . . are surprised to find that very simple words are 

Explaining 

the Words no * correctly understood ; especially any word 

which has two meanings. Most teachers find it 
best to have the words of a new song thoroughly under- 
stood before attempting to teach the music. In order that 
the children may not only know the words, but the mean- 
ing, several Sundays may sometimes be needed to teach one 
verse before the music is introduced. However, as simple 
songs are best, those which can be taught in a Sunday or 
two are the most desirable. If it is a prayer song which 
the Superintendent wishes to teach let her use the words 
of the song as a part of her prayer for a few Sundays before 
the children are asked to learn it. Since the songs which the 
children learn remain in their memories through life, let 
great care be given that only worthy songs shall find their 
place in the Primary Department of the Sunday-school. 

It will help to fix both the meaning and words of the 
song in mind if the teacher explains them with objects or 
illustrations of some kind, telling the meaning of 
th^Songs the son S m a story or drawing it from the chil- 
dren by her questions. A little informal talk 
of this kind will greatly help in the memorization of the 
song. As an instance of how this may be done, take the song, 
"Spring is coming," the first verse of which is: 

7 



MUSIC 193 

"Spring is coming, Spring is coming ; birdies, build your nests ; 
Weave together straw and feather, doing each your best. 
Spring is coming, Spring is coming, flowers are coming, too — 
Pansies, lilies, daffodils now are coming through. 
Lovely Spring, happy Spring, best of all the year; 
Sun and shower, bud and flower tell us God is near." 

One Superintendent in teaching this song to her Department 
brought out the truth that when Spring was coming they 
saw all the birds beginning to build their nests. From that 
she led to the thought that the nests are built of straw and 
feathers all woven together to make it snug and warm for 
the little baby birds. The children readily responded to 
questions which brought out the fact that when Spring was 
coming the flowers, the pansies, and lilies, and daffodils began 
to come up through the ground to let us know that Spring 
was almost here. So on through all the lines of the song, 
closing with the thought that all these things in the Spring 
tell us God is near. Afterwards the children repeated after 
her the words of the song, stopping after each phrase to 
hear the piano play the music of that phrase, and before 
the children went home they illustrated the song on the 
blackboard, making their own drawings under her direction. 
The next Sunday with the help of the illustrations on the 
board they were able to recall the words of the song exactly 
as they were given, and the Superintendent began to teach 
the music. 

3. Teaching the music of the new song. In teaching 
the music let the pianist play only the melody at first until 
the children have it firmly fixed in their minds. As the 

children repeat a phrase at a time the words 
Phrase * which they have learned, let them listen and hear 

the piano play those words. The children, after 
hearing the melody played once or twice in this way, will 
associate the words with it and it will not be long before 
they are ready to attempt the song with full accompaniment. 



194 ELEMENTARY WORKER AND HIS WORK 

It is a great help to have some one sing the song for the 
children before they attempt to sing it for themselves. It 
is not brilliant playing that is needed in the Primary De- 
partment, but sympathetic playing. If the music being 
taught is that of march time, do not expect the children to 
sit stolidly in their places, for it is with difficulty that they 
will be able to do so, and if they should the music would 
have lost much of its meaning to them. Even though it is 
not best that the children should march about while they 
are learning a new martial song, they can at least stand 
erect and in a soldierly attitude such as the piece demands. 
Consider the natural attitude of the child when singing the 
song selected, and then allow him to take that attitude while 
he is learning it. Do not burden the children by too fre- 
quent teaching of new songs. Usually one new song a quarter, 
outside of any special music, is sufficient. Further, do not 
consume large portions of the Sunday-school session in learn- 
ing music for special occasions. The children can come dur- 
ing the week for rehearsal or remain after the session on 
Sunday — but the Sunday-school hour is too valuable to oc- 
cupy to any extent in this way. 

V. Song Roll and Song Books 

i. The use of a song roll. Many Superintendents use a 
song roll after the words have once been explained to the 
children, letting the eye help to fix the words in the mind. 
Song rolls can be bought, but are so easily made 
Prepara- t ^ at most teachers prefer to make their own, 

Song Rolls using manilla paper or white muslin for the pur- 
pose. With the use of a rubber pen the teacher 
may print the words of a song in letters large enough to 
be easily seen across the room. Most teachers use stencils 
or rubber stamps for the lettering. When the song has been 
printed, provision must be made for it to hang at the front 
of the room where all the children can see it easily. The 
suggestion made by Mr. Black in the book, "Practical Pri- 

7 



MUSIC 195 

mary Plans," is one of the best. He says : "For my own 
use I buy white holland, forty-four inches wide. This is so 
thick that both sides can be printed. On this I stencil the 
words in black or red ink, using letters one inch in length. 
The song is then attached to a spring curtain roller and 
placed in front of the children. I have found a better way 
than tacking the holland to the roller, namely, to tack to 
the roller half a yard of holland which will be permanent, 
then to this stub pin the songs when the changes are made." 
Some teachers simply pin the muslin to the wall with thumb 
tacks while the song is in use. One of the great advantages 
of a song roll is that when the children look up to read from it 
they are in the correct position for singing. 

2. Song books which are home-made. Many Superin- 
tendents have a scrap book in which are pasted copies of 
songs which are not in the books provided them. When 

„ songs are bought in leaflet form or are clipped 

Scrap Books & . & • , • 

or Cards from magazines or quarterlies, or are copied, it 

is well to paste them on cardboard that they 
may be kept in good condition. Gray cardboard cut into 
sheets nine by twelve inches is often used. Songs preserved 
in this way have many advantages over those pasted in a 
book, for they are kept in better condition and it is a great 
convenience to the pianist to have the songs in this form 
as she can arrange them upon the piano in the order in 
which they will be used in the service, not having the bother 
of turning the pages to find the pieces. If pasted on the 
cardboard the songs are easily filed under the various head- 
ings necessary, so that when the Superintendent wishes to 
decide which prayer song or welcome song to use she may 
find it under the general heading of "Prayer Songs" or 
"Welcome Songs" in the music cabinet. 

3. Song books which are purchased. Primary Superin- 
tendents all over the world are searching constantly for new 
songs suitable for teaching in the Primary Department. Most 
Superintendents find that they must gather from all sources. 



196 ELEMENTARY WORKER AND HIS WORK 

There are more books on the market to-day having suitable 
songs for the Primary Department than ever before, and yet 
in no one book will be found songs all of which can be used 
acceptably in the Primary Department. Sometimes the chorus 
of a hymn may be helpfully taught while the verses of the 

hymn will be very inappropriate for the Primary 
Song Books children. Oftentimes in the special services pre- 
perintendent P are d for Easter, Christmas, or Children's Day 

will be found songs which are of permanent value 
in the Department. It would be almost impossible for the 
Superintendent to buy a great many books in order that she 
may use from each one or two songs. It is a good plan to 
have a library of song books used by the Superintendents 
of several schools, then these can be passed about, each 
Superintendent making copies of the songs which she wishes 
for use in her Department. It is not at all necessary that 
the children should have song books ; some schools have the 
plan of pasting on small cards mimeographed copies of the 
words of the song taught, letting the children take these 
home for further study. 

Lesson Outline: 

I. The Evolution of Primary Music. 

1. The music of the past and present. 

II. The Child's Love of Music. 
i. During the Primary age. 

III. The Uses of Music. 

i. As an aid to memory. 

2. As a part of the lesson teaching. 

3. In its effect upon the children. 

IV. New Songs. 

1. Selecting the new song. 

2. Teaching the words of the new song. 

3. Teaching the music of the new song. 



MUSIC 197 

V. Song Roll and Song Books. 

1. The use of the song roll. 

2. Song books which are home-made. 

3. Song books which are purchased. 

Topic for Special Study: 

1. Applying the tests to a Primary song book to dis- 
cover its strength and weakness. 

Topics for Class Discussion: 

1. What changes have taken place in the music used 

in the Primary Department? 

2. Why does music appeal especially to the child? 

3. Give three reasons why music should be used in 

the Primary Department. 

4. What three tests should be applied to the words 

of a new song? 

5. What three tests should be applied to the music 

of a new song? 

6. How may the words of a new song be explained? 

7. How may the memorization of a melody be made 

easy? 

8. Name the advantages in using a song roll. 

9. What is the best form in which to preserve loose 

sheets of music? 
10. In what way may the Superintendent obtain a large 
variety of suitable songs? 



CHAPTER XIX 
OUTSIDE ACTIVITIES 

I. Visitation in the Homes of the Pupils 

i. Reasons for visitation. With a perfectly organized 
Primary Department, efficient teachers, and well planned 
lessons and programs, it is still possible for the Department 
The Need of to * a *l °^ * ts ^ est en deavors i* it neglects the 
Knowing the work which should be done outside the Sunday- 
Pupil and school session. The Superintendents and teachers 
His ome w j 1Q S p en( j no time in visiting the homes of the 
pupils in their Departments are crippling the work of the 
entire school. It is hardly necessary in these days to state 
reasons why visitation in the home is a necessary part of 
Primary work, but for the sake of those teachers to whom 
the work comes as a new responsibility some of the 
reasons will be given. First, the Primary Superintendent 
or teacher can not do the most for the child spiritually until 
she has seen him under varying conditions. The child in 
the Sunday-school class, dressed in his best and with his 
best manners to the front, is not the same child that he is 
in the home or on the playground or in the public school. 
Second, the teachers can not fully understand or sympathize 
with the child until they know the home environment, the 
parentage, and especially the moral conditions which sur- 
round him. Third, both parents and children need to feel 
the real love and desire of the teacher to become better 
acquainted. It is a source of great joy to the child that "the 
teacher has called," and the mother and father are almost 

198 7 



OUTSIDE ACTIVITIES 199 

as well pleased as the child. Fourth, a call in the home is one 
of the links which bind the home and Church more closely 
together. 

2. A systematic plan of visitation. A systematic plan 
of visitation was suggested in the chapter on "The Program," 
under the subheading of "Records." Every Sunday the sec- 
The Duty retary of the Department should make a list of 
ofSecre- the absent scholars, giving to each teacher a 

tary and li s t of those absent from her class. By visita- 

Teachers ^ Qn j n ^ h omes during the week or by letter 
writing the teacher finds out the cause of the absence and 
reports it in writing to the Primary Superintendent the next 
Sunday. The teacher hands back to the secretary the list 
received the Sunday previous with a record of the calls made, 
"C" meaning call, written after the name. This record the 
secretary then transfers to the permanent records of the 
school. 

It is usually the plan of the Superintendent to visit the 

pupils street by street, making a certain number of calls 

each week and reporting them to the secretary for record. 

In addition to these calls she should go carefully 

The Duty oyer ^ ^ sts h an( j e( j h er by the teachers, note 

intendent tne nomes m which her call is especially needed 
that week, and plan to reach all such homes. 
By this system no scholar is neglected and at the end of 
the year the Superintendent, by consulting the records, can 
tell just how many calls each individual in the Primary 
Department has received and how many letters have been 
written him. This system of calling with its complete records 
furnishes the very best plan for well distributed work. 

II. Birthday Observance 

1. The birthday letter. A part of the fellowship serv- 
ice of most Primary Departments is the remembering of 
birthdays. The notice taken during the school session of 
the birthdays has already been spoken of in the chapter on 

7 



200 ELEMENTARY WORKER AND HIS WORK 

the "Program." It is the custom in most schools to send a 

birthday letter to the child by mail or messenger so that 

the child will receive it on the anniversary of his birth. In 

other schools the child receives this letter on the Sunday when 

his birthday is recognized in the Sunday-school 

Its . repa " session. The two cents spent in postage will 

ration and - 

Value bring added pleasure to the child, for many of 

the children in our Departments only receive by 
mail one letter a year — the one sent by the Sunday-school 
on their birthday. Whether the letter go by mail, messenger, 
or be given the child during the school session, never fail 
to have the child receive such a letter; the time spent in 
its preparation is very slight in comparison with the child's 
enjoyment. Some children have for years treasured the let- 
ters which they have received from the Primary Superin- 
tendent on their birthdays. Among the illustrations in this 
book will be found a unique birthday letter and we may 
judge for ourselves of the child's delight in receiving it. 
The letters are to be written by the Primary Superintendent. 
In some schools it is customary to send in each birth- 
day letter a Bible verse to be learned at home and re- 
cited in the school on the Sunday when the birthday is 

_. . remembered there. The verse given is selected 
The Birth- , f _ , _ , ■ _ 

day Verse because the first letter of the verse is the first 

letter of the child's given name; thereafter it 

is the child's own verse. Each year the child will receive 

a different verse and each year the verse will begin with the 

first letter of the child's name. If this custom is followed 

only in the Primary Department it will result in the child's 

having three very helpful verses to call his own, while if 

the custom is begun in the Beginners' Department and kept 

up through the Junior Department or perhaps even longer, 

the store of these personal verses becomes large. 

As these verses will be remembered always, the selection 

of them is very important; they should be helpful now and 

helpful during the entire life of the child. For instance, sup- 



OUTSIDE ACTIVITIES 201 

pose the chilcTs name is Florence, then the verse for the first 
year might be, "For Thou, Lord, art good and ready to 
f orgive," Psa. 86 : 5. All the children in the Department 
having "F" for the first letter of their name will have this 

as their verse for that year. The next year the 

e Se ec- verse beginning with "F" might be, "For this 

the Verses * s ^ e message that ye heard from the beginning, 

that we should love one another," 1 John 3: 11; 
and the following year, "For God so loved the world that 
He gave His only begotten Son that whosoever believeth on 
Him might not perish but have everlasting life," John 3 : 16. 
A part of the fellowship service in schools where these or 
similar verses are used is to have the children with birthdays 
come to the front of the room and each one repeat his birth- 
day verse for that year, giving also the chapter and book 
where the verse is found. 

2. The birthday wall card. Many Primary Superin- 
tendents prepare a large birthday calendar each month, 
designating upon it the birthdays which occur during the 
. _ . month. The calendar is made of gray or white 

A Descrip- . -A 

tion cardboard about 14 x 18 inches for a Department 

numbering seventy-five members. In some in- 
stances one sheet of a large calendar pad is pasted to the 
cardboard and the dates of the birthdays are designated by 
pasting a gilt star over the date on the calendar pad. In 
other cases the names of the children having birthdays during 
the month are printed upon the card with stencils or rubber 
stamps in the order in which the birthdays occur, and a gilt 
star placed after the name when the birthday offering has 
been brought to the Sunday-school. 

These birthday calendars are always decorated with de- 
signs appropriate to the month in which the birthdays occur. 
For example, pink roses might be chosen to remind the 
pupils of June, the month of roses. The roses are cut 
from wall paper and pasted to the card after the names 
are printed upon it. Appropriate decorations for the cards 



202 ELEMENTARY WORKER AND HIS WORK 

can be obtained from many sources, and ways will con- 
stantly occur to the inventive Primary Superintendent in 
which to make the cards attractive. Some teachers who 
are gifted make their own water-color sketches on the 
card each month, and these are very beauti- 
Decorations ^u\. ^ n otner schools an appropriate verse is 
added to the card and the children learn that 
verse each month — oftentimes it is a part of the song which 
they are learning. Appropriate decorations are suggested 
below in the hope that they will aid some Primary Super- 
intendent : 

January. — Icicles cut from glazed white paper, bells on 
ribbons, snow scene, design of an Eskimo hut, snowflake 
designs, stars. 

February. — Pictures of Washington and Lincoln pasted on 
crepe paper flags, pictures of Lincoln and log cabin, valen- 
tine hearts, cherries and hatchet, colonial caps and swords. 

March. — Kites, pussy willows, robins, swelling lilac buds, 
weather vane, windmill, shamrock. 

April. — Cocoon and butterfly, Easter lilies, crocuses, ar- 
butus, flight of wild geese, April showers. 

May. — Apple blossoms, violets, anemones, May baskets, 
dandelions, buttercups, catkins, maple keys. 

June. — Roses, azalias, butterflies, blue flag, diplomas, baby 
birds in nest, pictures of flowering shrubs. 

July. — Flags and firecrackers, cannon, picnic party, green 
trees, picture of partridge with young, farm scene, hay making. 

August. — Sea shells, sea weed, sail boats, tents, swings, 
beach with tin pail and shovel, berry picking. 

September. — Bird's nest, goldenrod, fruit, gentian, milk- 
weed pods, bees, children with slates and books. 

October. — Autumn leaves, cornstalks, sickle, chestnut burrs, 
pumpkin and squashes, squirrels. 

November. — Bag of wheat and grain, turkeys, Plymouth 
Rock, the "Mayflower" and Puritans, bare trees. 



OUTSIDE ACTIVITIES 203 

December. — Evergreen trees and Christmas star, Madonna 
and Child, holly and mistletoe, fireplace and Christmas stock- 
ings, snow man. 

Birthday calendars of this kind help to decorate the room 

and the children watch eagerly to see what the decoration 

for the month shall be. Do not keep the calendars up but 

TT . ,_ a month at a time as the children take more 

Using the . . 

Blackboard enjoyment in a new calendar if the old ones are 

put out of sight. If there is a wall blackboard 
in the room all of which is not needed for the lesson teach- 
ing, the blackboard pictures might take the place of the 
birthday card. In such cases the picture would be drawn 
on, instead of pasted, and the names of the children written 
under the picture. Many artistic designs of this sort of black- 
board work will be found in the blackboard suggestions for 
public school teachers. 

III. Socials for the Primary Department 

1. When the children entertain. Socials for the chil- 
dren of the Primary Department give the officers and teachers 
an added opportunity for better acquaintance with the chil- 
dren. The children enjoy acting as hosts and 
Children as h 0S t esses occasionally to their parents and friends, 

Hosts and . . , . 

Hostesses so once m awhile allow them to entertain their 
friends in the Sunday-school room or under the 
name of a Sunday-school Department or class. Invitations 
may be prepared by the Superintendent in advance and ad- 
dressed and delivered by the children. Both parents and chil- 
dren seem to enjoy socials of this kind. 

One time of the year when this is particularly easy for 

them is at the Christmas season. They will have learned 

some Christmas songs in connection with their 

™ hen . . regular work in the Sunday-school and many of 

Entertaining , . . 

is Easy them will have learned pieces to speak m the 

public school which can be repeated at this social ; 

the children will enjoy meeting some time before the social 

7 



204 ELEMENTARY WORKER AND HIS WORK 

for work, at which time they will each make a present for 
mother and father under the teacher's supervision; at this 
time, too, they will enjoy trimming the tree. It is also very 
easy for the children to entertain at Thanksgiving time and 
in June, because at those seasons new songs and recitations 
have been taught in both Sunday-school and public school 
and so no additional preparation is needed. The children 
may also enjoy entertaining their parents at the time of the 
handwork exhibit, although the officers of the Department 
usually entertain at that time. 

2. When the children are entertained. Some schools 

plan to entertain the children of the Primary Department at 

least once a quarter. Games for these times are readily 

arranged, and sometimes light refreshments are 

The Kind served. Very unique , invitations may be made 

Of SOCialS to • 1 -11 • 1 r 1 1 1 

Enjoyed ^ tne superintendent with the aid of the helpers 

of the Department, and these invitations are 
greatly treasured by the children. The following are a few 
names given to such socials which suggest the character of 
the social : "Thimble Party," "Soap-bubble Party," "Christ- 
mas Social," "Animal Social," "Autumn Picnic," "Alice-in- 
Wonderland Party" (see illustration), "May-day Party," 
"Patriotic Party," "Birthday Party" (see illustration), "Circle 
Social," and "Picture Social." In socials for the Primary 
children it has been found that the children enjoy best the 
simplest games; even kindergarten games will please Pri- 
mary children. Many suggestions for games will be found 
in books written for kindergarteners and public school teachers. 

IV. Parents' Meetings 

i. A mothers' organization. In connection with every 
fair-sized Primary Department there should be an organiza- 
tion of mothers. Usually this organization includes the 
mothers of the children in the Beginners' and Junior Depart- 
ments. The Sunday-school needs the help of the mothers 
fully as much as the mothers need the help of the Sunday- 

7 



OUTSIDE ACTIVITIES 205 

school. There are many ways in which the mothers can help 
the Primary teachers in their work. Sometimes teachers 
complain that the parents do not help the children in home 
work as they might, but usually the reason is that the parents 
do not know just what the Primary teacher is doing, and so 
do not supplement her teaching as they would if definite 
things were asked of them. Always remember 
Needed ^ at tne principal reason for a Mothers' Associ- 

ation is that the Sunday-school teachers and the 
mothers may help one another, and not that the Sunday- 
school teachers may give the mothers points on how to 
bring up their children. 

2. Meeting for mothers. A Mothers' Association should 
have regular times of meeting. If there is no Mothers' As- 
sociation, let the Primary Superintendent arrange for mothers' 
The Kind meetings at regular intervals. The meetings 
of Program should be in charge of a mother, if possible, and 
Most the topics for discussion should often be sug- 

6 p u gested by the mothers. A simple program is 

best. Let the Superintendent show how she teaches the les- 
son in the Primary Department ; let there be Scripture 
reading, prayer, and music in which all can join, and some- 
times very simple refreshments. The pastor of the Church 
may be called upon for an occasional address; some local 
lady physician may profitably speak on such topics as relate 
to the physical well-being of the children; often the pianist 
will enjoy helping the mothers learn the new pieces which 
the children are beginning to sing in the Primary Department. 
These suggestions are given in order to show how interest- 
ing to both mothers and teachers a simple informal program 
may be. If it is necessary for many of the mothers to bring 
little children with them to these meetings they should be 
relieved of all responsibility concerning them while there. 
Let some class of girls in the Intermediate Department of 
the school take care of the children while the mothers have 
their meeting. 



206 ELEMENTARY WORKER AND HIS WORK 

It is helpful to have a mothers' library, either as the 
property of the school or purchased, a book at a time, by the 
mothers themselves ; the review of a book newly purchased 
♦ w *^ ^ e much appreciated by the mother who is 
Library to ° busy to read it herself. The Sunday-school is 

missing a rich opportunity for both profit and 
pleasure if it has no mothers' meetings. 

3. Letting the fathers share the good things. At reg- 
ular intervals during the year hold a meeting which shall in- 
clude both fathers and mothers. Let such socials be held in 

^ the evening. There are many topics which will 

Parents' , to , J . \ 

Meetings suggest themselves as of particular interest to 

fathers; let them be brought up for discussion at 

this time. Let a father have charge of the meeting. Do not 

have tea for refreshments, but have something which can 

be bitten into, and let the parents sit at a table for their 

refreshments. If it is an afternoon tea affair the fathers 

will not come. Let the fathers see the program in advance, 

and make it so strong that they will realize that if they stay 

away it will be their loss. If the Sunday-school can help 

the fathers to realize their joint responsibility with the mothers 

for the religious well-being of their children a great mission 

will be accomplished. 

Lesson Outline: 

I. Visitation in the Homes of the Pupils. 

1. Reasons for visitation. 

2. A systematic plan of visitation. 

II. Birthday Observance. 

1. The birthday letter. 

2. The birthday wall card. 

III. Socials for the Primary Department. 

1. When the children entertain. 

2. When the children are entertained. 



OUTSIDE ACTIVITIES 207 

IV. Parents' Meetings. 

1. A mothers' organization. 

2. Meetings for mothers. 

3. Letting the fathers share the good things. 

Bibliography: 

Willis and Farmer, "Month by Month." 
Devereaux, "Outline of a Year's Work in the Kinder- 
garten." 
Kennedy, "Special Songs and Services." 
Newton, "Graded Games and Rhythmic Exercises." 
Bancroft, "Games for the Playground, School, and Gym- 
nasium." 

Topics for Special Study: 

1. Suitable Bible verses for birthdays. 

2. Programs for parents' meetings. 

Topics for Class Discussion: 

1. Give four reasons for home visitation. 

2. Outline a systematic plan of visitation. 

3. What is the value of a birthday letter? 

4. What are the advantages in sending a birthday Bible 

verse to the child? 

5. How is a birthday calendar prepared? 

6. What times of the year are best for the Primary 

children to entertain their parents, and why ? 

7. What kind of games are best for a Primary Depart- 

ment social? 

8. Why does every school need to have parents' meet- 

ings? 

9. How should a meeting with fathers differ from one 

of mothers alone? 



CHAPTER XX 

THE GOAL 

I. The Goal of the Pupil 

i. Promotion from Primary to Junior Department. For 

the pupil in the Primary Department the goal of three years' 
faithful attendance is promotion into the Junior Department 
The impor- °^ t ^ le scno °l- To reach this goal he bends all 
tanceofPro- his energies, and to him the promotion from Pri- 
motion to mary Department to Junior dwarfs all other ex- 
the Pupil periences. His certificate is the visible guarantee 
of work well done and the badge of his mental and physical 
growth. He is fast reaching the age when he does not wish 
to be associated either in play or in school life with children 
of six and seven years. 

Because of the marked differences in the characteristics 
of the child in the ninth year from the one in the seventh 
it is almost never wise to keep a pupil in the Primary Depart- 
Why Pro- ment when he has reached the age of nine, the 
motion is usual age for promotion. If he has not done the 
Necessary WO rk required for the receiving of a diploma he 
may be transferred without honors to the Junior Department. 
There are very few instances where this is necessary. 

There is no one day universally accepted as promotion day 

where the Uniform Lessons are used. In some schools pro- 

m , _ c motion day is the first Sunday of the New Year, 

The Day of . . . 

Promotion ln others it is on Children's Day, and in still 

others comes on Rally Day. With the Graded 

Lessons it should come either the last Sunday in September or 

the first Sunday in October, since the year's work begins at 

208 7 



THE GOAL 209 

that time. The service should be as dignified as possible and 
should include all the lower grades of the school. If, however, 
promotion day is not observed in the other Departments it 
should always be observed in the Primary Department. If it 
can not come in any service when the whole Church is as- 
sembled, let it come as a part of the opening exercises of 
the entire Sunday-school, or better yet, as a special service on 
some Sunday at a time when it will not interfere with the other 
services of the Church and when the parents and friends of 
those to be promoted can be present. 

Bibles are seldom used by the children themselves in the 
Primary Department, but in the Junior Department they will 
be needed as a part of each pupil's equipment. For this reason 

many schools present a nicely bound Bible to each 
A Present graduate from the Primary Department. It is 
School quite necessary that these Bibles should have large 

print, for if it is not one which it is easy for 
them to read it will not be attractive to the children and 
Bible reading will become an irksome task rather than a pleas- 
ure. If the name of the child is printed in gilt on the front 
of the Bible it is of increased value to him. Often when 
the school can not have this printing done an interested in- 
dividual has had it done. Some schools give a Bible to the 
children as a reward for regular attendance, but in this way 
there are likely to be some children who will not put forth 
the necessary effort to win one, and as all the children in the 
Junior Department need Bibles of their own, the time for 
giving them seems logically to be when they graduate from 
the Primary Department. 

II. The Goal of the Teacher 

i. The spiritual nurture of the child. The goal in the 
pupil's view may be material, but the goal of the teachers and 
Superintendent of the Primary Department is spiritual. The 
conscious duty of the pupil is to acquire a knowledge of cer- 
tain facts and truths ; the conscious duty of the teacher is the 

14 



210 ELEMENTARY WORKER AND HIS WORK 

spiritual nurture of the child. All the effort of the teacher, 
both inside and outside the school, must contribute to that 
nurture. Great wisdom is needed in caring for these little 
souls, and only as the teacher is in constant communion with 
the All-wise Teacher can she properly accomplish her mis- 
sion. Dr. H. A. Johnston, in commenting on the 

The Need ve rse from Colossians, "Christ is all and in all," 
of Great 

Wisdom h as sa *d> "^ et ^ e ru ^ e f° r every day be, To Christ 

in everything — from Christ to everything — face to 
face with Christ in everything." If the Primary teacher shall 
often talk with the Master concerning her class, and if she 
shall be conscious of His presence in the class, she will re- 
ceive the help she needs for Christian nurture. 

The parents and teachers should work together in train- 
ing the child spiritually, but it is a sad fact widely acknowl- 
edged that some parents are very willing to shift all responsi- 
The Respon- bility for the spiritual training of their children 
sibiiity of the to the shoulders of the Church and the Sunday- 
Sunday- school. There are children in some so-called 
school Christian homes to whom less of reverence, obe- 
dience, faith, and virtue are taught than in non-Christian 
lands. Since this is admittedly the case, the efforts of the 
teachers of the Sunday-school toward the nurture of the child 
are doubly necessary. Nurture implies the giving of food 
for growth and the training of the child during growth. 

Luther Burbank says that weeds are what they are, "Be- 
cause they are jostled, crowded, trampled upon, scorched by 
fierce heat, starved, or perhaps are suffering from cold or 
The Primary wet ^ eet > tormented by insect pests, or a lack of 
Teacher's Re- nourishing food or sunshine. There is not a weed 
sponsibiiity alive that will not sooner or later respond liber- 
al Privilege ally tQ gQod cu i tivat i on .» why is it, then, that 

the race is so full of human weeds to-day which are a menace 
to all society? May it not be because in childhood they had 
not proper care, nourishment, and training? May it not be 
because in childhood their innate feelings of reverence, desire 



THE GOAL 211 

for the good and pure, and love for God were trampled upon, 
crowded, scorched by scorn and ridicule, starved, and exposed 
to disease? Almost every one is a member of Sunday-school 
at some time in his life, and usually he is in Sunday-school 
during the period from six to nine years of age, if at no 
other time. The Primary teacher's responsibility is only ex- 
ceeded by the greatness of her privilege in thus coming in 
touch with lives during this impressionable period. 

Courage or bravery has been found to be the first form 
of human virtue, with obedience and truth not far behind it. 
Spiritual Sympathy is a characteristic of early childhood, 

Characteris- also gratitude and reverence. The child's nature 
tics of the i s essentially religious, the child's mind is teach- 

?".?\ ary able, and his will easily trained. If ours is to 

Chlld \ 1 

be the work of nurture, what more can we de- 
sire as a foundation upon which to build? 

Only when a child begins to distinguish between right 
and wrong can he be considered morally responsible. In the 
Primary Department he is old enough to make general dis- 
tinctions, but will miss some of the finer distinc- 
The Need of ' . , , _ , . 

Guidance tions between right and wrong. In his earlier 
years it has been necessary for an adult to help 
him in making all distinctions, and even now it is necessary 
that he should be guided in his judgments. It is the duty of 
the teacher, first to show him the difference between right and 
wrong action, then to help him in choosing the right action, 
and finally to lead him to the plane where he can make right 
decisions without guidance. His moral nature is strengthened 
with every right decision or effort which he makes. 

From the moral to the spiritual is but a step for the child. 
The virtue of courage may be fostered by the wise com- 
mendation of parents and teachers. In a home where there 
were two boys, the older six years of age and the younger four, 
permission was given the older boy to be away from home 
over night, but the younger boy was told that he must be 
at home early. The little chap at first puckered up his face 



From the 



212 ELEMENTARY WORKER AND HIS WORK 

for a cry, but suddenly his face was straightened and he 

went off smiling. Upon his return he was commended for 

his bravery in not crying or teasing to stay with his brother. 

After a few minutes he looked up with the question, "Does 

God care whether I am brave or not?" The mother replied, 

"Yes," and quoted the verse from His Word, "Be thou strong 

and very courageous," explaining it to the boy, 

and he went off to bed with a happy heart. Thus 
Moral to t , , , t . . 1 . 

the Spiritual does the moral lead to the spiritual in many 

cases. The child learns to obey first because he 
must and then because he desires to please those in authority. 
By the time he is six or seven we will find that he obeys 
because he has been taught that it is right for him to do 
so ; obedience will then be rendered without regard to its 
being found out. So we teach him to obey the Divine Au- 
thority even as he already obeys human authority, leading 
him to know that obedience is a mark of affection. The 
child's sympathy, gratitude, and reverence are as easily deep- 
ened and strengthened as are the other virtues. They will 
gradually unfold and become the flower and fruit to which 
we adults give the name of spirituality. 

Every Primary Superintendent and teacher should know 
just what the teachings of his own Church are on the sub- 
ject of child religion. Let us look briefly at the doctrines 

which are held by the Methodist denomination 
Teaching on t ^ ie subject. The Methodist Discipline, in 
Concerning paragraphs 49-54, deals with the subject under 
the Religious the head of "Baptized Children and the Church." 
Stat pf.?*! A few quotations from these paragraphs are given 

below : "We hold that all children, by virtue of 
the unconditional benefits of the atonement, are members of 
the Kingdom of God, and therefore graciously entitled to bap- 
tism. . . . We regard all children who have been baptized 
as placed in visible covenant relation to God, and under the 
special care and supervision of the Church. . . . The pastor 
shall organize the baptized children of the Church . . . into 

7 



THE GOAL 213 

Classes and appoint suitable Leaders, whose duty it shall be 
to meet them in Class once a week, and instruct them in 
the nature, design, and obligations of Baptism, and in the 
truths of religion necessary to make them 'wise unto sal- 
vation;' to urge them to give regular attendance upon the 
means of grace; to advise, exhort, and encourage them to 
an immediate consecration of their hearts and lives to 
God." . . . 

The opening words of the paragraph show us that the 
Church believes the children to be already members of the 
Kingdom of God. The chief concern of the Church is to 
keep the children from ever drifting away from 
An Expiana- the K j ngdom of God and str aving into paths of 
tion of These ... , . T , ' , * P 

Teachings deliberate wrong-doing. It becomes the duty of 

the Church to safeguard these children, and quo- 
tation has already been given showing in what way the 
Methodist Church makes provision for this safeguarding. 
A writer recently said in the Sunday School Journal: 
"Approximately eight thousand pastors in our Church are 
asked four times a year : have the rules respecting the in- 
struction of children been observed? Seventy-two thousand 
times in one year is this question officially asked and answered. 
No other question relating to the spiritual interests is asked so 
often. Temperance, liberty, sound judgment, good morals, 
purity of life, and the overthrow of wrong are within our 
reach in the little ones, who would soon develop in beauty 
and bless the world if we would refuse to give Satan what 
the Lord Jesus gives us." 

The Church believes in the text, "First the blade, then the 
ear, then the full corn in the ear," and so does not look for 

the same evidence of spiritual life and growth 
Evidences in its c hii dren as in its adults. This is the only 
uaiity logical ground which the Church can take on the 

subject, for in this as in all else evidences grow 
from experiences, and since the child does not have the same 
experiences as the adult, we can not expect the same evidences 

7 



214 ELEMENTARY WORKER AND HIS WORK 

of growth. It would be an inadequate religion which took 
away the joy and happiness of a child, substituting in its 
place contemplation and solemnity. God has given to all 
healthy children a spontaneous joyousness; is it possible that 
in serving Him He would have them lose that joyousness? 
Would He take from them the zest of a hearty, wholesome 
enjoyment of life? Would He not instead set them in our 
midst as He did the child of long ago and bid us learn of 
them in this as in other ways? 

What, then, are we to expect of children as we watch 
for their growth in Christian strength? We may expect to 
find in their hearts a love for God the Father and a desire 
What We to serve an( ^ please Him in their own childlike 
May Expect way. Their love and service will be shown by 
From the their prompt obedience, honest play, kindness in 
the home, cheerfulness, and thoughtfulness. These 
virtues will not spring up of themselves without careful teach- 
ing and training on the part of those who are their spiritual 
guides. If there are indications that the child is constantly 
trying to do the right and to please the Heavenly Father 
as well as the earthly parents, we may believe that the child 
is growing spiritually stronger. 

In an article, "The Child and the Bible, ,, Dr. William P. 
Merrill has said: "Human life is a tangle of complex prob- 
lems. But there is one thread in a tangle by taking hold of 
which we may hope eventually to unravel all ; 
The Solution that thread j s the education of the child. The 
of the . r « • 1 

Problem supreme question for any age, any people, is how 

to train the child aright. 'One generation goeth 
and another cometh and the earth abideth;' the only way to 
make the earth better is that the generation that goes should 
train rightly the one that comes. Twelve men were debating 
great questions about the expected Kingdom. The Master 
set a little child in their midst and said, 'Think of him/ 
In the midst of our twentieth century life, with its self-im- 
portance, its enlarged sense of its responsibility, God sets the 

T 



THE GOAL 215 

little child and says, 'Think of him; here is at once your 
greatest problem and the solution of them all.' Find what 
to do with the little child, and you may leave the rest serenely 
with God. The world still keeps as the most joyous of days 
the anniversary of the birth of a little Babe, but do we not 
treat the child too often as His world treated Him? No room 
for Him in the inn; little made of Him; little note of His 
growth ; few to heed His eager questions ; fewer still to sus- 
pect the wisdom that lay beneath them; and at last, when 
full grown, no place for Him, no chance for Him, nothing 
better to do with Him than to put Him out of the way! O, 
how often that tragedy of the life of the Christ-child is re- 
peated in the life of the little child in our midst! . . . 
If your child asks for knowledge of how to live will you 
supply every part of education except this one text-book of 
life? If your child ask bread, will you give him a stone? 
It may be a precious stone, beautifully cut and set; but he 
wants the bread. And if you do not give it to him, his soul 
will not be nourished.' , 

Lesson Outline: 

I. The Goal of the Pupil. 

1. Promotion from Primary to Junior Department. 
II. The Goal of the Teacher. 

1. The spiritual nurture of the child. 

Bibliography: 

Lamoreaux, "The Unfolding Life." 

Wiggin, "Children's Rights." 

Dubois, "The Natural Way." 

Poulsson, "Love and Law in Child Training." 

Rishell, "The Child as God's Child." 

Topics for Advanced Study: 

1. Standards for promotion. 

2. Methods employed by the Church for the nurture of 

the child. 



216 ELEMENTARY WORKER AND HIS WORK 

Topics for Class Discussion: 

1. What does promotion mean to the Primary pupil? 

2. Should a pupil pass into the Junior Department if 

he has not done the required work of the Primary 
Department? Give a reason for your answer. 

3. What gift should the school make to the pupil when 

promoted, and why? 

4. Why is the responsibility of the Sunday-school for 

the spiritual training of the children so great? 

5. Why is the Primary teacher's responsibility espe- 

cially great? 

6. Name three steps which the teacher takes in train- 

ing the child to make right decisions. 

7. How may the teacher or parent guide the child from 

the moral to the spiritual? 

8. What is the Methodist doctrine concerning child 

conversion ? 

9. Upon what do evidences of spiritual growth depend? 
10. What evidences of spiritual growth may we right- 
fully expect from the children? 



APPENDIX 



APPENDIX A 

BEGINNERS* DEPARTMENT 

SUGGESTIVE PROGRAM FOR BEGINNERS' DE- 
PARTMENT. 

Compiled by Miss Grace Longfellow and Mrs. W. J. Semelroth. 

Theme: "Love shown by kindness." 

(To those in the Family Circle.) 

To develop the thought of thanking God for our homes 

and "all the blessings there;" what the children may do to 

help make the home a happy place, — show love to brothers 

and sisters, remembering to "love one another." 

I. Before the Session 

Secretary helps early comers place stars on Attendance Roll. 
Each child might drop his offering in basket on jardenier stand 
in center of circle, thus taking care of the "troublesome 
penny." 

II. The Circle Program 
i. Quiet music. 

2. The children's greeting: 

"I 'm glad to see you, 
I 'm glad to see you, 
I 'm so glad to see you, 
And you, and you !" 
(Tune: "Good-morning to you.") 

219 7 



220 APPENDIX 

I choose Mary and Robert to go around the circle and 
shake hands with each one, as we sing: 

"A greeting to you, 
A greeting to you, 

Each little friend so gay, 
We smile and bow, 
To greet you now, 

This happy Sabbath day." 

(Tune: "The Morning Bright," Primary and Junior 
Hymnal — Heidelberg Press.) 

3. Roll call. 

Who's here? Each name is called, and children say, "I 
am here on time." Blue or gold stars for on-timers ; red 
stars for those who come in after roll call. 

4. Greeting to new scholars: 

"A welcome to you, 
A welcome to you, 
A welcome to Harold, 
A welcome to you !" 

I see Ethel's mother (or a visitor) in our room to-day, 
and I will choose May to go and shake hands with her — 
carry our welcome to her. 

5. Opening talk leading to prayer and praise. 

Who is ready to tell us what day this is? Who will tell 
us about the bells that ring on Sunday? Who heard them? 
What say? Where tell us to come? Shall we ring the bells 
and call the people to come to God's house on His day? 

Sing: "Church Bells" . . . Come, come, people, come. 
(Song Stories.) 

Prayer preparation : 

Who is glad that Sunday has come? Why glad when 
Sunday comes? Who stays at home on Sunday; who goes to 

7 



APPENDIX 221 

work on other days? What else glad for? Tell some of the 
things at home — mother, brothers, others. So many things 
to be glad for, so many things that we love, I want to thank 
the Heavenly Father right now for Sunday and for our 
Sunday-school and for our homes, etc. 

(Children make Prayer Circle by holding hands.) 

Prayer : 

"Dear Father, we thank Thee for all that makes us happy 
and all the things we need — for father, and for mother, we 
give thanks indeed." 

Another way we can say "thank you?" Listen! 

What is the piano saying? 

(i) Sing: 

"Father, we thank Thee for our homes, 
And all the blessings there; 
O, may we grow more like to Thee 
In tender love and care!" 

(Song Stories.) 
(2) Sing: 

"Thank Him, all ye little children — God is love." 

(Carols.) 
6. Giving service. 

We have spoken softly to God in prayer, and we have sung 
our happy "Thank you" to Him. Is there something else 
God's little children can do in His house to-day? W r ho 
brought a gift for Him to-day — a love-gift that would like 
to go a-helping other love-gifts some good work to do? 

Sing: 

Many little love-gifts 

Gladly now we bring, 
While our happy voices 
Praises to Him sing. 



Z22 APPENDIX 

Here are many love-gifts — 

All would like to go 
A-helping other love-gifts, 

Some good work to do. 
Chorus : Giving, giving, gladly giving, 

Loving gifts to-day; 
"We would go a-helping," 

Hear the love-gifts say. 

(Tune: "Offering Song" from Songs of the Seasons.) 
Children count the money with teacher, placing it in piles* 
of ten each. 

Teacher : "Here are many love-gifts — all would like to 
go a-helping other love-gifts some good work to do. Shall 
we ask God to give them some good work to do?" 

Prayer : 

"Heavenly Father, bless our gifts and help them to do 
some good work for Thee." 

7. Fellowship service. 

Who is our birthday child to-day? 

Sing: "Happy Birthday to You." (Tune: "Good-morn- 
ing to you.") 

Children count birthday love-gifts as they are dropped 
into birthday bank. 

Teacher gives cards, picture, or flower. 

Prayer by teacher, holding child's hand : 

"We thank Thee, Heavenly Father, 
For our little friend so dear; 
Keep him in Thy loving care 
Each day of this new year." 

Cradle Roll name added. 

New name added to roll or Cradle. 



APPENDIX 223 

Sing: 

"There are blessings from God all about us, 

We should thank Him for gifts great and small, 
But the gift of a dear little baby 
Needs the very best 'thank you' of all." (Carols.) 

Prayer : 

"Heavenly Father, bless this baby, 
Guide his tender little feet; 
May we older children help him 
To be gentle, kind, and sweet." 

8. Circle talk to prepare for the lesson. 

"The Finger Family" or any finger-family play. 

"This is the mother, so busy at home, 
Who loves her dear children whatever may come. 

This is the father so brave and so strong, 
Who works for his family all the day long. 

This is the brother, who '11 soon be a man ; 
He helps his good mother as much as he can. 

This is the sister, so gentle and mild, 
Who plays that her dolly is her little child. 

This is the baby, all dimpled and sweet ; 

How soft his wee hands and his chubby, pink feet ! 

Father and mother and children so dear, 
Together we have them — one family here." 

Short story of little brother, who in his play remembered 
to "love one another." 

Rest exercise: 

Stand ! Hide hands ! 
"Where are the merry, merry little men, 
Who will help us to work and play? 



224 APPENDIX 

Where are the busy, busy little men 
Who can do loving things each day?" 
Show hands ! 
"Here are the merry, merry little men," etc. 

Thought in action : 

Who is ready to show with your hands (without saying 
a word) something you can do to make mother happy, or 
father or brother, etc. (Wipe dishes, pick threads from the 
carpet, or sweep.) 

Harold is ready. He may show us and we must guess. 
When we have guessed, let us all play we are doing that. To 
make brother or sister happy : help build up blocks, hold baby, 
help brother to get on rocking horse. 

(If the children can not think of these, choose one to 
come to you and whisper the suggestion.) 

Sing: 

"Little deeds of kindness, 

Little words of love, 
Make our homes so happy, 
Like the heaven above." 
(Tune: "Little Drops of Water.") 

9. Lesson for the day. 

"Joseph's Coat of Many Colors." 
Verse for the child : "Let us love one another." 
Sing again : "Little Deeds of Kindness." 

10. Good-bye. 

Choose Henry to stand in center of circle. 

He bows politely to one whom he may choose (Ethel), 
who comes to him and they shake hands and bow. 

Henry then goes to get his own wraps. 

Ethel chooses some one, by bowing, who comes and they 
shake hands. Ethel then goes for her wraps, etc. 

7 



APPENDIX 225 

All back in circle. 
Sing: 

"Soon the week will be over, 

Fast the minutes will fly, 
Till we meet you and greet you, 
Good-bye, good-bye, good-bye." 

(Howard's "Songs for Sunday Time.") 

Make prayer circle and pray with heads bowed : 
"God be with you till we meet again." 
Distribution of papers. 
Pass out to music, shaking hands with teacher. 



CHRISTMAS PROGRAM FOR BEGINNERS. 
(Sunday before Christmas.) 

By Miss Grace Longfellow and Mrs. Armatage. Used in 
the Beginners' Department of the Hennepin Ave. Methodist 
Episcopal School, Minneapolis. 

1. Sing "Happy Christmas to You." 

(Tune, "Good-morning to You.") 
Choose one to shake hands with all in the circle as we sing : 
"A greeting to you, 
A greeting to you, 

Each little friend so gay, 
We smile and bow, 
To greet you now, 

This happy Sabbath day." 
(Tune: "The Morning Bright," Primary and Junior 
Hymnal — Heidelberg Press.) 

2. Prayer circle. 

What do church bells say all the year? "Come, come, 
people, come." 

Just before Christmas they say, "Loving and giving!" 

15 7 



226 APPENDIX 

Ring the bells and as we ring them, say, "Loving and 
giving !" 

Talk leading to prayer: 

Who is ready to tell about some gifts that are given to 
everybody in the world? Sun, stars, moon, frost, snow, etc. 

Sing: 

"For frost and snow we thank Him, 
That come in winter wild, 
But most of all for Christmas, 
And for the dear Christ-child. ,, 

(Music in Hofer book.) 

Tell more of these gifts leading to PRAYER. 
Sing, "Thank Him, all ye little children." 
Some gifts that come only to SOME homes : Kitties, 
puppies, pony. 

Only SOME homes have a . . . BABY! 

Let us thank our Heavenly Father for the BABIES. 

Cradle Roll mentioned. 

3. New scholars welcomed. 

To our visitors sing, "Happy Christmas to You!" 

4. Birthday service. 

Sing, "Happy Birthday to You." (Tune: "Good-morning 
to You.") 

Prayer by teacher, holding child's hands : 

"We thank Thee, Heavenly Father, 
For our little friend so dear, 
Keep him in Thy loving care 
Each day of this new year." 

Candle lighted for child to hold as we sing. 



APPENDIX 227 

5. Circle talk. 

Another birthday coming very soon. You said that babies 
come only to some homes, but once a Baby came as a gift 
to everybody — God's Love-gift to all the people in the world. 
He gave this Gift because He loved us. 

Each make a book with hands while I hold the Bible and 
we will read, "He loved us and sent His Son." Christmas 
is His birthday. 

On our birthday we have candles. On Christ's birthday 
we put His birthday candles on the tree. What else on tree? 
Presents! Presents for whom? Us, and for our "loved 
ones." But there are some little children who have no 
father to get them presents. Some whose mothers have no 
money to buy them gifts. It would make Jesus happy if on 
His birthday we give presents to some of these children. He 
says it is just the same as giving a birthday present to Him. 
Would you like to bring presents for some little babies? (Tell 
of babies in the "Babies' Home.") 

6. Rest exercise. 

"Christmas Tree Exercise." (One stands in center and 
spreads arms for the branches.) Each one may choose what 
you would like to put on this tree for some little baby. 
"Dress," "stockings," "hood." Go to "tree" and hang them on. 
Sing "Happy Christmas" to the mothers and babies for 
whom we have given these things. 

Choose another to be the "tree." Also four or five to be 
"mothers," who will take the things from the tree. We will 
now dress the baby with these. (Motions of dressing a baby.) 
Lay baby on arms and sing: 

"Rock-a-by, rock-a-by, rock-a-by-by, 
For all little children are under the care 
Of Jesus who came as a Baby fair." 
(From Christmas service, "The Angel's Song," 5 cents. 
Published October, 1901, by Hope Publishing Co., Chicago.) 
Sing very softly so as not to waken baby. 

7 



228 APPENDIX 

7. "The Christmas Story." 

Told, holding picture of "Madonna and Child." 

8. Song. "Away in a Manger " from "Songs for Little 

People." 

Teacher recites : 

"We know just how He looked that Christmas day, 
The little Jesus, on His bed of hay. 

We know just how His little downy head 
Nestled on that fragrant manger bed. 

And then, we know how rosy and how sweet 
His tiny hands were, and His small pink feet. 

And how He looked up in His mother's eyes 
And smiled to her in glad surprise. 

When He awoke and found her bending near 
We know how very sweet He was, and dear. 

We think the little Christ was glad to come 
To Mary's arms and Mary's home. 

And be her little Babe; then He could show 

Us. children how dear God would have US grow." 

9. Sing as if to the Baby Jesus, "Rock-a-by." 

10. Good-bye. "Our Sunday-school is Over." 

Pin on each child a "letter" telling of the plan to bring 
next Sunday something for the babies in the "Babies' Home." 

THE SUNDAY FOLLOWING. 

(Sunday after Christmas.) 
On the following Sunday the children place their packages 
under their chairs until time to talk about them. 

Have the Christmas tree exercises as on previous Sunday. 
Then bring out a pretty box or basket and all place their gifts 
in this. 

7 



APPENDIX 229 

Children are delighted if these can be opened and shown. 
Talk of the mothers and babies who are to be made happy 
with our gifts. 

"What message shall we send to these babies with our 
gifts ?" Send a "Happy Christmas" with them ! 

Lesson on "Wise Men Bringing Gifts." 



SUGGESTIVE PROGRAM FOR EASTER OR 
SPRINGTIME. 

By Mrs. Armatage and Miss Grace Longfellow. Used in 
the Hennepin Ave. Methodist Episcopal school. 

1. Greeting: "Happy Easter to you!" 

(Tune: "Good-morning to you.") 

2. Greeting to the Sun: 

"Good-morning, glorious sun, 
Good-morning, glorious sun, 
Good-morning, glorious sun, 
I love the light of the sun ! 

God sends His bright, warm sun 

To melt the ice and snow, 
To start the green leaf buds 

And make the flowers grow." 
(Found in Hofer, Primary and Junior Songs, page II.) 

3. Circle talk on "Some signs of Spring" — Pussy-willows, 

birds flying, etc. 
Each has a story to tell : Little chick comes out of shell 
and says, "Once I lived in that shell house, but now I have 
a NEW LIFE." Little flower says, "Once I lived in that 
little brown bulb house, but now I am awake — and have a 
NEW LIFE," etc. Everything is singing, "New Life! New 
Life!" Let US sing: 

7 



230 APPENDIX 

"All the happy children gladly join our song, 
Rising to the Father in a chorus strong; 
Birds are brightly singing, leaves are opening wide, 
Flower bells are ringing forth on every side." 

(No. 57, in "Songs for Little People.") 
Or sing the following: 

"The seeds and flowers are sleeping sound, 
Till Easter time, till Easter time, 
And then they rise above the ground, 

At happy Easter time, 
And then they rise above the ground 
At happy Easter time." 
(No. 14, from "Song Stories for the Sunday School." 

4. Prayer of thanks to our Heavenly Father for all that 

makes us happy. 

5. Offering Song: 

"More and more for Jesus 
We will gladly give ; 
Giving, giving, giving, 
Is the way to love!" 

(Tune: "Little Drops of Water.") 

6. Birthday service. 

Who is our birthday child to-day? 

Sing, "Happy Birthday to You." (Tune: "Good-morning 
to You.") 

Children count birthday love-gifts as they are dropped 
into birthday bank. 

Teacher gives card, picture, or flower. 

Prayer by teacher, holding child's hand : 

"We thank Thee, Heavenly Father, 
For our little friend so dear, 
Keep him in Thy loving care 
Each day of this new year." 



APPENDIX 231 

7. "The Bulb Family." 

Each one may choose what kind of a bulb you will be: 
Crocus, tulip, hyacinth, Jonquil, Easter lily, lily of the valley, 
etc. All go to sleep curled up on floor (except the one who 
is to be the "sunbeam"). 

Teacher sings : 

"Sleep, little blossoms, down under the snow; 
Blow, winds, blow ; blow, winds, blow ; 
While the cold winter is with us you know, 
Sleep, little blossoms, sleep." 

(Song, "Fast Asleep and Wide Awake," vs. 2.) 

Little sunbeam wakens each bulb by lightly touching each. 
Slowly they open their eyes and begin to rise. 

Song: 

"Hark," the lovely blossoms whisper 
Sweet and low, 
"Easter thoughts we bring you, 
As we grow and grow." 

Chorus : 

O, sweet is the message, 

Jesus lives, He lives, 
And to all His children 

Life and love He gives. 

(From Tullar-Meredith "Songs for the Sunday School;" 
or sing vs. 3 of "Fast Asleep and Wide Awake.") 

8. Lesson story for the day. 

9. Closing. Give to each child little package of seeds to 

plant at the proper time. 



232 APPENDIX 

ADDITIONAL SPRINGTIME SUGGESTIONS. 

Give to each child a package of flax seeds and a tiny sponge, 
with directions to keep moist, and place it in the sun, and 
then watch it every day to see what will happen. 

THANKSGIVING PROGRAM. 
By Mrs. Armatage and Miss Grace Longfellow. 
i. The children's greeting: 

"I 'm glad to see you, 
I 'm glad to see you, 
I 'm so glad to see you, 
And you, and you!" 

(Tune: "Good-morning to you. ,, ) 
I choose Mary and Robert to go around the circle and 
shake hands with each one, as we sing: 

"A greeting to you, 
A greeting to you, 

Each little friend so gay. 
We smile and bow 
To greet you now, 
This happy Sabbath day." 
(Tune: "The Morning Bright," Primary and Junior 
Hymnal — Heidelberg Press.) 

2. Roll call. 

Who 's here ? Each name called and children say, "I am 
here on time." Blue or gold stars for on-timers; red stars 
for those who come in after roll call. 

3. Greeting to new scholars and parents. 

"A welcome to you, 
A welcome to you, 

A welcome to Harold, 
A welcome to you !" 



APPENDIX 233 

I see Ethel's mother (or a visitor) in our room to-day, and 
I will choose May to go and shake hands with her — carry 
our welcome to her. 

4. Circle talk to lead up to thought of giving thanks to God 
for ALL His gifts. 

Speak of birthday gifts and Christmas gifts. Our Heavenly 
Father sends us gifts every day — some things which our 
Father has given to every little child in the world. Who 
can guess what I 'm thinking of ? In the morning something 
comes right in through my window and wakens me. When 
I look to see where it comes from I have to close my eyes 
tight. What is it? Sunshine — God's gift to every one. Let 
us thank Him: 

"Dear Heavenly Father, we thank Thee for sending us the 
bright sunshine." 

When little children have played all day — they are very 
. . . (guess). The Heavenly Father knows all about 
it and He sends a gift to rest them. What is it? NIGHT. 
Put heads on arms and pray: 

"Dear Heavenly Father, I am so glad for Thy gift of 
night." 

Guess another — something that is found everywhere. Some- 
times it makes a noise and sometimes it is still. I take it into 
my body every minute — when I 'm awake and when I 'm asleep. 
Guess what it is. The AIR. God sends us the air to give 
us life. Thank God for His gift of life. 

We can not see God our Father any more than we can 
see the air, but He is right here, close to every one of us. 
He is so good to us — sends us all these gifts. He calls us 
to praise Him and thank Him. 

Sing: "Praise Him, all ye little children." 

5. Pictures of more gifts — some gifts of FOOD : 
Gifts which grow up in trees. (Apples, etc.) 
Gifts which grow near the ground. (Berries, etc.) 
Gifts which grow under the ground. (Potatoes, etc.) 



234 APPENDIX 

6. Thanksgiving exercise: 

For food and clothing, home and friends, 
For all the gifts our Father sends, 
Thank Him! 

Sing: "Father, We Thank Thee" (Chorus of "Can a 
Little Child Like Me— ") 

For willing work so kind and true, 
That little hands may find to do, 
Thank Him! 

For Thanksgiving Day, so glad and bright, 
When in sweet praises we unite, 
Praise Him! 

Sing: "Praise Him, all ye little children." 

7. Birthday service. 

Who is our birthday child to-day? 

Sing: "Happy Birthday to You." (Tune: "Good-morning 
to You.") 

Children count birthday love-gifts as they are dropped into 
birthday bank. 

Teacher gives card, picture, or flower. 

Prayer by teacher, holding child's hand : 

"We thank Thee, Heavenly Father, 
For our little friend so dear, 
Keep him in Thy loving care 
Each day of this new year." 

8. Talk leading up to lesson for the day. 

Tell of little child who went with mother to a place where 
there were many trees — something RED up in the trees. 
What? Child picked them and filled a basket. What did 



APPENDIX 235 

he do then? What YOU have done? He ate one. But too 
many to eat alone. What do you suppose he did? Gave to 
his mother — and father. Can you think of any one else he 
might give them to ? To some one who has none ! And that 
is just what we are going to do with these apple gifts which 
we have brought to-day. Let us take them out from under 
our chairs and put them in this large basket and we will give 
them to some little children who have had none. 

Song: 

"Give, little children dear, 
Give, O give, give, O give, 
Give, little children dear, 

With a glad and willing heart. 
Tho' very small, there is work for all, 
Work for all, work for all, 
Tho' very small, there is work for all, 
And each can do his part." 

(Tune: "Give, Said the Little Stream.") 

9. Lesson for the day. 

10. Closing prayer: 

"God be with you till we meet again." 

ADDITIONAL SUGGESTIONS FOR THANKSGIVING. 

Give to each child a card on which a spray of wheat heads 
has been fastened, with the verse: 

"All good gifts around us 

Are sent from heaven above; 

Then thank our Father, 

Thank our Father, 
For His love." 

(Wheat spray may be obtained from any florist.) 



236 APPENDIX 

Give to each child a card to pin up in the dining room 
containing : 

"Grace at Table/' 

"God is great and God is good, 
And we thank Him for His love; 
By His hand must all be fed — 
Give us, Lord, our daily bread." 

THANKSGIVING PLANS FOR BEGINNERS. 
(For the Thanksgiving Offering.) 

Show picture of vegetables, and tell of going down into 
the cellar. What I saw: name them — potatoes, apples, etc. — 
all ready for winter. 

Tell of some homes that have none, for father and mother 
have no money with which to buy them. 

Invite the deaconess of the Church to come and tell the 
children of some of these homes. 

Show the children a bushel basket neatly covered with 
crepe paper (pumpkin color) and ask, "Who would like to 
bring something good to eat and put it in this basket next 

Sunday to give to these children whom Miss has just 

told us about?" 

Pin on each child a letter as he goes home: 

"Next Sunday will be Thanksgiving Sunday. Let us bring 
an offering of fruits, vegetables, and jellies for those who 
have none." 

On the following Sunday ask the deaconess to come and 
tell how the children's gifts were distributed. 

SUGGESTIONS FOR MISSIONARY SUNDAY. 

By Miss Grace Longfellow. 

Show to the children a flag of our country — then let all 

give a "salute" to the flag (raising hands to forehead and 

extending toward the flag). Speak of how we love our flag. 



APPENDIX 237 

Show a group of flags of other nations. (These may be 
purchased in the department stores for ten cents each.) If 
we go on a great ship to other countries we will find fathers 
and mothers and children who have different flags from ours. 
These children (showing a picture of Chinese children) love 
this flag (holding up a flag of China), and the children who 
live in a country called Japan (showing picture of Japanese 
children) love this flag. 

Robert may take the flag of China and go into a corner 
and hold his flag high. We will call him "our little Chinese 
brother." Helen will be our "little sister in Japan," and she 
may go to another corner. Flags of Siam and other mission 
lands are then taken to different parts of the room. Harold 
may hold the flag of our own land and stand in the circle. 

Does God, our Heavenly Father, love these little brothers 
and sisters in the far-away lands just the same as He loves 
us who live in America? Yes, we know He loves us all just 
the same. And the children may all love Him, too. So let 
us ALL sing together: 

"Love Him, love Him, all ye little children." 

Sing it again; this time the children in the circle may 
sing the first line: 

"Love Him, love Him, all ye little children," 

and the far-away brothers and sisters may sing: 

"God is love, God is love." 

The children may now come back to "our own land" (the 
circle), and we will gather all the flags into a tall vase and 
put it in the center of our circle. But only think, children, 
there are many little children in far-away lands who can not 
sing, "God is love," because no one has ever told them about 
our Heavenly Father. There are many little children in Japan 
who are waiting for some one to come and tell them that 
Jesus loves them. But you know it takes money to go on a 

7 



238 APPENDIX 

great ship so far away, so I want to help by giving some 
money. Next Sunday I am going to bring just as many 
"love gifts" (the name by which we always speak of our 
offerings) as I can. I shall put them in this envelope (hold- 
ing up a coin envelope) and bring them to Sunday-school. 
Would YOU like to do that, too? 

As each child goes home, we pin on his coat one of the 
coin envelopes containing a "letter" to help in securing the 
co-operation of the home : "Next Sunday will be Missionary 
Day. Let us bring in this envelope a special offering to help 
to send the story of Jesus to some of God's dear children in 
far-away lands." 

On the following Sunday when the offerings are brought 
the exercise with the flags is repeated, this time allowing 
other children to take part. Count all the love-gifts, and pray : 

"Our Father, bless the gifts we have brought. May they 
help to tell the little children in far-away lands about Jesus 
and His love." 

Song, "The World Children for Jesus," M. C. Brown. 

PROGRAM FOR A CHRISTMAS PARTY. 
By Miss May Louise Price. 

Used in the Trinity Methodist Episcopal school, Spring- 
field, Mass. 

i. Processional: "Upon this Happy Morning." 

Fancy march with wands. Children and teachers march- 
ing and singing. 

2. Encircle the tree and sing: 
"There's a Wonderful Tree." 

3. Find chairs. 

(Previously arranged in two circles in center of room.) 

4. Song: 

"Merry Christmas to You." 



APPENDIX 239 

5. Instrumental music. 

(Pianist play "Holy Night" and one or two other Christ- 
mas hymns.) 

6. Hymn: 

"Away in a Manger." 

7. Recitation: 

"And there were in the same country." (St. Luke's ac- 
count.) Recited by Junior Department. 

8. Recitation: 

By a child. 

9. Song: (with gestures). 

Sung by the teachers to the children. 

10. Recitation: 
By a child. 

11. Song: 

"Up Among the Chimneys." By the children. 

12. Recitation: 
By a child. 

13. Christmas story: 

"Why the Chimes Rang." Told by the Kindergartner. 

14. Distribution of gifts. 

15. March to tables, where ice cream, cakes, and bonbon 
snappers are served. Christmas cake in center of each 
table lighted with candles. 

Party from three to five o'clock Tuesday, December 27, 
19 10, for the Beginners', Primary, and Junior Departments, 
children ranging from three and one-half to eleven years; 
about ten teachers. 

The tree is trimmed in the morning, lighted with electricity, 
with candy and a gift for each child. 



240 



APPENDIX 



Mothers, fathers, and pastor and Superintendents are the 
guests. They are also served ice cream and cake, but not 
at the tables. 

We endeavor to make it all as much of a party as possible. 

RALLY DAY INVITATION. 

Used in St. John's Methodist Episcopal Sunday-school, 
Sea ford, Delaware. 



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LETTER TO ABSENT PUPIL. 

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16 



242 APPENDIX 

APPENDIX B 

THE PRIMARY DEPARTMENT 

BIRTHDAY LETTER. 
From Bethany Presbyterian Sunday-school, Philadelphia. 



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244 



APPENDIX 



INVITATION TO A MOTHERS' MEETING. 

From St. John's Methodist Episcopal Sunday-school, Sea- 
ford, Delaware. 



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INDEX. 



Absentees, 96; letter to, 241. 

Accompanist, 83. 

Activities, 198. 

Activity, of Beginners, 22. 

Adaptation, of room to Beginners, 

50; of program, 58. 
Administration of the Graded 

School, 14. 
Affection, 2j. 
Animism, 25. 
Assistant Superintendent, Duties of, 

45; in Primary Department, 129. 
Atmosphere and environment, 49, 



Beginners, characteristics of, 21 ff; 
needs of, 33. 

Beginners' Department, equipment 
of, 50 ff; finances of, 38; hous- 
ing of, 34 f ; lessons for, 69 ff ; 
officers of, 36; program for, 57 ff, 
167, 219; records of, 36; relation 
to the whole school, 34; need of, 
33; supplies for, 38; teachers of, 
40 ff. 

Bible, the 54; as a gift, 209; as les- 
son material, 148. 

Birthdays, 173, 199, 242. 

Blackboard, 142, 203. 

Building, adequate, 17. 

Carpets, 141. 

Chairs, 142.^ 

Characteristics, of Beginners, 21 ff, 
116; of Primary children, 117, 
211. 

Children's Day, 87. 

Christmas, 87, 90; program, 225; 
party, 238. 

Class divisions, in Primary Depart- 
ment, 125. 

Clock, 144. 

Closing service, 175. 

Cope, H. F.» 12. 

Curiosity, 27. 



245 



Decorations for Birthday observ- 
ance, 202. 

Department, Beginners (see Begin- 
ners' Department) ; Primary (see 
Primary Department). 

Departments, separate rooms for, 14. 

Desk, 143. 

Director of Music, 132. 

Dramatization, 76. 

Easter, 87, 90; suggestive program, 

229. 
Environment, influence of, 49. 
Equipment, to be provided, 17; for 

Beginners' Department, 50 ff ; for 

Primary Department, 138 ff; of 

teacher, 158. 
Expression of religious life, 103. 

Faith, 25. 

Fellowship, 57. 

Fergusson, E. M., 12. 

Finances of Beginners' Department, 

38. 
Floor covering, 51. 
Flowers, 54, 144. 
Folders, 76. 

Games, 65. 

Graded Lessons, for Beginners, 70; 
for Primary pupils, 126, 149 f. 

Graded School, what constitutes a, 
9; administration of, 14. 

Grading, necessity for, 10; objec- 
tions to, 11; in Primary Depart- 
ment, 124. 

Greetings, 61. 

Habits, 121. 

Handwork, 65, 75; exhibit of, 184; 

forms of, 170; objections to, 182; 

provision for, 143, 145; reasons 

for, 178; requirements for, 185 ; 

supervisor of, 132; time for, 181. 
7 



246 



INDEX 



Helpers in the Beginners' Depart- 
ment, 43; care in selecting, 46; 
duties of, 44; number, 43; per- 
sonality of, 43. 

Home co-operation, how to secure, 
95; value of, 94. 

Imagination, 24, 120. 

Imitation, 23, 120. 

Influence, of music, 45, 191; of 
teacher, 42. 

Instruction, 57; informal, 104; re- 
ligious, 102. 

Invitation, to Mothers' Meeting, 
243; to Rally Day, 240. 

Knowledge of child nature, neces- 
sary to good teaching, 113; how 
acquired, 114; objections, 114. 

Knowledge of right and wrong, 121. 

Lesson for the Beginners, Bible 
Story, 70; Graded Lessons, 70; 
necessity of adaptation, 69; prep- 
aration of, 72] presentation of, 
73- 

Lesson for the Primary Department, 
material of, 148 ff; preparation of, 
158; presentation of, 163. 

Lesson grading, 126. 

Lesson story, 65, 70; development 
oi, 73> 75. 

Material, for handwork, 186; for 
lessons for Primary Department, 
148, 152. 

Memory, 120. 

Missionary, lessons, 154; Superin- 
tendent, 131; Sunday, 236. 

Mothers, class for, 97; invitations 
to, 243; meetings for, 97, 205. 

Museum for handwork, 185. 

Music, as part of the lesson teach- 
ing, 190; child's love of, 189; ef- 
fect upon children, 45, 191; for 
Beginners' Department, 79 ff ; in- 
strumental, 84, 191; necessity of, 
80; power of, 79; selection of, 80, 
191; sources of, 84; uses of, 190. 

National Days, 87. 

Obedience, 122. 

Offering, 64, 17.4. 

Officers, of Beginners' Department, 

36; of Primary Department, 127; 

necessary in an ideal school, 8. 
Opening service, 15. 



Organization, conditions determine 
the details of, 7; ideal standard 
of, 7; of Primary Department, 
124 ff; plan of graded, 12; pur- 
pose of, 7. 

Parents' meetings, 97, 204. 

Parties, 90, 203; Christmas, 238. 

Pastor, relation to the Sunday- 
school, 8. 

Personality of teacher, 40. 

Pianist, duties of, 45, 60, 131. 

Piano, 54, 83, 142. 

Picnics, 91. 

Pictures, influence of, 54, 75; les- 
son, 145; wall, 146. 

Prayer, its place in the program, 

„ *7*. 

Preparation of lesson, 72, 158 f. 

Presentation of lesson, 73, 164. 

Primary child, characteristics of, 

Primary Department, equipment for, 
139; furnishings for, 141; lessons 
for, 148 ff; socials for, 203; 
where there is no separate room, 
138. 

Program, for Beginners' Depart- 
ment, 57 ff; for Christmas, 225; 
for Easter, 229; for Primary De- 
partment, 167 ff; for Rally Day, 
240; for Thanksgiving, 232. 

Promotion, importance of, 208; day 
for, 87, 90, 208. 

Ralry Day, 87, 89, 2.40. 

Recognitions, 62; of birthdays, 173. 

Records, of absentees, 37; of at- 
tendance, 37, 169; of birthdays, 
37; of new pupils, 36; of visitors, 

Religious instincts and inclinations, 
100; fostering, 102; manifesta- 
tions of, 1 01. 

Religious status of child, 212. 

Resting the children, 66. 

Restlessness, 118. 

Reverence, 26. 

Room and its equipment, for Be- 
ginners, 49 ff. 

Secretary, of Beginners' Depart- 
ment, 44, 60; of Primary Depart- 
ment, 130. 

Self-control, lack of in Beginners, 
23; in Primary children, 122. 

Self-interest, 28. 

Sensation and emotion, 119. 



INDEX 



247 



Sense perception, 22\ training, 22. 

Separate rooms, for Beginners, 23, 
50; for each department, 14. 

Socials for Primary Department, 
203. 

Song roll and books, 194. 

Songs, 75; motion, 83; new, 192; 
selection of, 80, 191; singing of, 
92. 

Special occasions, 86 ft", 175. 

Spiritual development, 122, 212 f. 

Stories, as lesson material, 153; in 
presenting the lesson, 161, 164. 

Sunday celebrations, 87. 

Superintendent, of Primary Depart- 
ment, 128; of classification, 131. 

Supplemental lessons, 126, 151. 

Supplies, for Beginners' Depart- 
ment, 38. 

Tables, 52. 

Teachers of Beginners' Department, 

40 ff; purpose of, 42, 61; training 

of, 42. 



Teachers for grades, 16. 

Teachers for Primary Department, 
duties of, 134; goal of, 209; re- 
sponsibility of, 210; selection of, 
132. 

Temperance lessons, 154 f. 

Thanksgiving, 87, 89; plans, 236; 
program, 232; suggestions, 235. 

Training class, for Primary teach- 
ers, 133; for Beginners' teachers, 
42. 

Types of children, 29 f. 

Uniform lessons, 125, 150. 
Unselfishness, training in, 29. 

Ventilation, 51. 

Visitation in the homes, 198; plan 
of, 199. 

Week-day celebrations, 88. 

Will, 119. 

Worship in the program, 58. 






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